B. A.

Part II(Compulsory English)

English for Communication
CONTENTS
SmstrIII Papr!C
Sction I" Communication S#ills
$nit % Expressing Likes/Dislikes/Beliefs/Opinions
$nit & Drafting Formal Notices
$nit ' Interpreting Data
Sction II" (a)ing Comprhnsion
$nit * The Storeyed o!se" #y $aman o%al
$nit + The &nity of India" #y 'martya Sen
$nit , I am not that (oman" #y )ish(ar Naheed
$nit - The *on+!rer,s -e%enge" #y Stephen Leacock
$nit . On )illing a Tree" #y .ie%e /atel
SmstrI/ Papr!0
Sction I" Communication S#ills
$nit 1 $riting a -e%ie( of a Film/a /lay
$nit %2 S!mmary $riting
$nit %% Organi0ing $ritten *omposition
Sction II" (a)ing Comprhnsion
$nit %& On the -i%er Bank" #y S1 )1 /ottekkat
$nit %' )rishnakali" #y -a#indranath Tagore
$nit %* 2ilkha Singh3 The Flying Sikh" #y Sonia San(alka
$nit %+ 'n Old $oman" #y 'r!n )olatkar
$nit %, Time to Ignite the 2inds of the /eople" #y '/4 '#d!l )alam
$nit No. %
Expressing Likes/Dislikes/Beliefs/Opinions
We use language as a means of communication in speaking and writing,
and through reading as well. Our social relations depend upon how we express ourselves. We
can use language to win friends, to form healthy social relationships and, of course, to express
ourselves effectively. In our social communication, we have to express our likes and dislikes, our
beliefs and opinions using language, either in speech or in writing. We do this in our mother
tongue. But, her we have to learn how we should do it efficiently making use of English for our
daytoday communication.
English is a foreign language for us. We, in India, learn English as a second
language in our schools and colleges. We feel the need of using it in our !obs, in the offices and
while visiting other states in our country, because English in our country is the official language
as well as the language for the interstate communication.
"ear students, in your social life, anywhere in India, you have to use English
effectively in your social as well as official communication. #our success can depend on it, how
politely, efficiently and firmly you express yourself in these situations. $his unit is the beginning
of your social communication. It is supposed to help you in your contacts in the multilingual
social and official setup.
%. Expressing #our &ikes and "islikes'
In your social communication, you often have an occasion to express your likes and
dislikes about books, movies, places, events and even persons. #ou ask people whether
they like something or dislike it. #ou yourself would like to say what you like or dislike.
(nd sometimes you also say why you like it or dislike it. #ou, in fact, express your
feelings about things, etc.
&et us first see how in spoken English you express yourself communicating your likes
and dislikes. )ead the following short piece'
I like going for a walk early in the morning. I like to go for a walk
early in the morning. I like to walk briskly. (nd I don*t like to talk to
anyone while taking a walk. #ou see, walking is my favourite exercise.

I like cool, early morning bree+e, especially in summer season. In winter
I love to put on my long woolen sweatshirt, and cover my head with a
,carf. (nd after a brisk four kilometer walk, I en!oy two cup of hot tea.
I prefer crisp Britannia biscuits or brown wellbaked rusks with my tea. I
En!oy watching morning news as I sip my tea.
-ow read what ,heela likes or dislikes'
,heela does not like to wear saree. ,he always prefers her salvarkami+.
,he does not like gaudy colours. ,he normally goes for light blue, cream
#ellow and even white and gray. ,he dislikes to put on trousers and shirt.
.er mother would like her to wear saree on festival days. But she would go
In for /hagra and 0hunery. 1y friend, ,u!ata, is exactly opposite of her ,he
likes to put on tights and shortsleeved blouse.
.ow do you talk about movies, expressing your likes and dislikes2
' What kind of movies do you like2
' I like to watch movies which are full of suspense and adventure.
I don*t like horror movies at all. In fact, I prefer to watch $3 serials
rather than go for a movie. What about you2
' Well, I like to watch movies with some social problem or theme. I like
to watch singing competitions on the $3. I prefer to go to cinema hall
to watch movies rather than watch them on $3.
.ere are two friends talking about sports '
' What sports do you like2
' I like playing cricket and watching cricket matches also.
But I like One"ay matches better than twentytwenties.
' I too en!oy oneday cricket matches. But a test match is very boring.
Besides, who has got so much time to spend watching a test match2
Oneday matches played abroad in England or (ustralia are better,
because we can watch them at night.
' 1y brother doesn*t like cricket. .e is a football fan. .e plays football
at the local club, but he detests watching a match on $3.
&anguage study'
-ote the verbs and expressions used in the passages given above expressing
likes and dislikes.
&ikes' like, prefer, go for, en!oy, love 4to watch, play5, would go in for,
4my5 favourite 4game, etc5
"islikes' don*t like, dislike, detest, 4is5 boring, tiresome, I would rather stay at
.ome
While expressing your likes and dislikes, you can use the following favourable and unfavourable
expressions'
6avourable' nice, fascinating, attractive 4about colour or dress5, colourful,
Wonderful, expensive, interesting, fabulous, full of suspense,
(musing, useful, moving 4scene or event5, realistic 4novel, play or
a movie5.reasonable 4price, 7uality, charges at a hotel5, grand,
cool 4place5, warm 4clothing, climate5, smashing 4to look at,
meaning beautiful5, enthusiastic 4person5, startling 4scene5,
sportive, coolheaded, inspiring, thoughtprovoking 4play or a
movie or a book5, grand 4celebration, display5, challenging 4task5
worthy 4person5, valuable 4experience or instruction5
8nfavourable' gaudy, unattractive 4about clothes5, dirty, odd, boring, cheap 4can
be both favourable and unfavourable5, uninteresting 4movie, or
a book5, absurd, outdated 4film or a story5, backward, tiresome,
dull 4to watch5, drab, ungainly 4figure, dress5, ugly, etc.
6avourable expressions suggest whether you like the thing, appreciate it,
approve of it, would go in for 4buying it or watching it,5, buy it, recommend it, and so on. On the
other hand, the 8nfavourable expressions suggest that you dislike the thing, disapprove it,
would not watch9buy it, would not recommend it to any one, etc. #ou may find many more such
expressions through your reading. 1ake use of these in your speech and writing.
-ow, here is a task for you. $ry to use English as much as possible and use the
expressions given above. "on*t do it as a task, do it for sharpening your skill of speaking and
writing.
$ask I Write a small paragraph 4: to ; lines each5 stating your likes or dislikes
about the following'
a sports person, a book 4a novel or a play5, a movie, a place,
4a hotel, a garden,5, a person.
II Expressing Beliefs and Opinions'
)ead the following small pieces'

% #our beliefs and disbeliefs depend on your personal life, education,

your bringing up and what you read. I don*t believe there are ghosts.
But, I am afraid of entering our old house in the village in the pitch
"ark of a moonless night. Even if there is the moon, the moonlight can
throw weird shadows. I feel terrified and I am full of doubts and
misgivings. ,uppose there is a ghost2 Our mind refuses to obey reason.
It is the fear of the unknown that takes our possession.

< ' What do you think of college elections2

' In my opinioncollege elections are a training ground for
democracy, but ==.
' ' I too feel there is this >but*, about it. It seems to me the
past experience of college elections is responsible for our
doubts and anxieties.
' What I feel is there should be a code of conduct for the
candidates.
' .ow do you react to the suggestion that candidates for
Elections should have sound academic record2
' "o you think students with sound academic record can
also have leadership 7ualities or understanding of the
problems of students2

$hese two small passages have a number of underlined expressions, which have
been used to express beliefs and opinions and personal points of view. We express our views
and opinions on a number of things. #ou come across exchanges like'
%. ' It is difficult to say, what will happen in the coming elections.$here
are so many players in the field.
' #es. #ou cannot be sure of any one party getting a ma!ority.

' <. ' "o you hope to get this !ob2
' I*m not too sure about it. But I believe my resume
will impress them.
? ' (s far as I am concerned, I am going to take up a !ob after my graduation.
'' I 7uite agree with you. We can do 1B( while doing a !ob.
:' It*s good that you are doing B0(. It will help you in your career.
' I feel I should do 10( as well before taking up any !ob.
-ow read the following passage expressing opinion about the violence on $3'
1y own feeling is that if you really want to generate a fear,
( hatred and a horror of death on television that is to take
a positive instead of negative approach then killing should
be shown as it genuinely is. (nd I think there would be such a
feeling of revulsion by the public that its re7uest for less violence
would be much more genuine. What if a woman in a melodrama
is shot to pieces2 What if someone*s mouth or ears are ripped off
by a knife or a gun wound2 #ou say it is too horrible.
I disagree. What is horrible and what is tasteless is to see
antiseptic death, the way it hardly ever happens. $hat is dishonest.
.ere the writer is expressing his opinion about the violence in $3 films. In his
opinion it is unrealistic, and it fails to create abhorrence for violence, which it should do by
showing real violence.
-ote the expressions the writer uses to express his opinions.
$ask II Write a small paragraph of about ? to @ sentences each
expressing your beliefs 9 opinions regarding the following'
i5 $he ,emester ,ystem of Examinations.
ii5 $he .oroscope Aredictions in the -ewspapers
iii5 .oardings in the city
iv5 /ood or Bad Omens
v5 .orror ,hows on $3

&nit No1 5
Drafting Formal Notices
I You are familiar with the notices displayed on the notice boards in
schools and colleges. These notices may be from the ofce of these
educational institutions, addressed to the students asking them to fll in
particular forms, informing them of the dates and time of examinations,
notices about sports meet, annual social gathering, etc. If you have a
cooperative store in your college, you must have come across notices
displayed by this store on the board, or sent in writing to the members of the
society. legally registered company or a business organi!ation has a
managing committee as well as a general body of its members. "uch
organi!ation holds the meeting of its managing committee periodically,
because this committee looks after the company#s business, taking decisions
about appointments, sales and purchases, etc. There is a legal re$uirement
of maintaining records of these meetings. There is a secretary, who looks
after the routine ofcial work, and there is a chairman or the president of the
company, who is responsible for the running of the company, signing notices,
presiding over the meetings, etc.
In this unit, we are going to learn how language %here &nglish' is used
for drafting formal notices, and then, how to record the (minutes) of the
meetings of the business organi!ations or cooperative societies.
II *otices+
*otices are of several types. "ome notices are only to pass on
information. ,or example, a "ports -lub or "wimming .ool would display
notices regarding changes in timings, dates of competitions to be held, etc.
for the users of the club, on the notice board. In the schools and colleges, the
notices for the students appear on the big boards or in the show/cases, in the
campus. 0fce employees and workers are also given instructions, etc. by
sticking notices in the show/cases or on the boards.
1et us now read some notices and study the language used in them.
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*otice for the -lass 2epresentatives+
3ate+ 45
th
"ept. 4567
meeting of all the class representatives shall be
8eld on the 49
th
"eptember, 4567 %Thursday' at 64/:5, in
the ofce of the .rincipal to discuss internal sports matches
to be organi!ed in 3ecember 4567. The -2s are re$uested
to attend the meeting.
"d;/
<eneral "ecretary
//////////////////////////////////////////////////////////////////////////////
*ote the use of language in this notice. It uses impersonal passive
construction, for example+ % i' meeting shall be held, ii' -2s are re$uested
to attend. The passive construction is used here because such notices are
impersonal, addressed to all the members. In most of the ofcial
correspondence you will fnd passive construction used because there is no
need for personal appeal.
The notice above is very matter fact. It states the following details+
6. =hose meeting
4. 0n what date and at what time
:. =here % the place of the meeting'
7. The purpose of the meeting.
9. ,ormal re$uest %in passive structure'.
The meeting called for may be cancelled and postponed to some other date.
nother notice informing the members of this cancellation and the new date
of the meeting may be displayed on the notice/board. "ee, for example+
//////////////////////////////////////////////////////////////////
*otice for the -lass 2epresentatives
The class representatives are hereby informed that
The meeting of the -2s to be held at the .rincipal#s
ofce on the 49
th
"ept. 4567, has been cancelled, and
it will be held on =ednesday, the 6
st
0ctober, 4567 at
64/:5, in the ofce of the .rincipal.
<.".
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Task I 3raft the following notices+
6 The secretary of the "ports -lub, in your city invites a meeting of
the board members to discuss the sports competitions to be held
in the month of 3ecember 4567. "tate the date, place, and time
of the meeting.
4 The meeting of the members of the 1ions# -lub, >olhapur to be
held on the ?
th
@uly 4567 %Tuesday' has been cancelled. It will be
held on the 69
th
@uly %Tuesday' instead, in the club#s ofce at 66/
55 a.m.
///////////////////////
III *otices of the institutions registered under the -ompany ct, and the
organi!ations governed by their own bye/laws, are re$uired to call meetings
of the members of their governing body or ofce bearers, periodically. These
notices are somewhat diAerent because they have to follow legal procedure
laid down for them.
These notices must be sent to the members of the committee or the
governing body, 69 days before the date of the meeting.
The notice must be on the printed letter/head of the organi!ation.
It should contain the following details+
letter head containing the name of the organi!ation or the company,
its address, etc.
6. 3ay, and date, and time of the meeting.
4. .lace of the meeting.
:. genda of the meeting.
The organi!ation or the company has its registered ofce printed on its letter
head. genda means the list of business to be discussed in the meeting. =e
are going to study the language of the genda in a short while. 1et us frst
study the details of the legal notice, which the secretary of the organi!ation
sends to the members of the board, managing committee, etc.
Bidya Bihar -ooperative Cank, 1td. "atara
3ate+ D
th
"eptember, 4567.
*0TI-&
The ninth meeting of the Coard of 3irectors of Bidya Bihar -oop.
Cank, 1td. "atara will be held at :/55 p.m. on =ednesday, the 49
th
"ept. 4567, at the ofce of the Cank.
ll the members are re$uested to attend the meeting.
"d;/
"ecretary
&ncl. The genda of the meeting.
To+ ll the members.
/////////////////////////////////////////////////////////////////////////////////////////
*ote the details that appear in the notice. The date of the meeting is
69 days ahead of the notice of the meeting.
The only diAerence here from the earlier notices is that, there is legally
re$uired time limit of 69 days from the date of the notice. "econdly, the
meeting is to be held at
the premises of the bank. nd thirdly, the genda, the list of business to be
transacted at the meeting is enclosed to the notice.
1et us now study how genda of the meeting is written+
<&*3
0f the D
th
Eeeting of the Coard of 3irectors to be held
0n the 49th "eptember, 4567
D.6 -onfrmation of the Einutes of the previous meeting.
D.4 Cusiness arising out of the previous meeting.
D.: -onsideration of the loan application of the Eodern "teel =orks,
.vt. 1td. , for 2s.65,55,555;/
D.7 -onsideration of appointment of ssistant Eanager and one
ccounts -lerk for the Cranch at >oregaon.
D.9 ny other business with the permission of the chair.

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*ow, let us look at the way the items under the agenda have been drafted.
*ote the numbers given to the business items on the agenda, which start
with D.6, D.4, etc. It is progressive numbering from the previous meeting. It
shows that there was ?
th
meeting before this, and its minutes %the record of
the business done' have to be confrmed frst in this meeting. *ote the
language used for writing the items of the business. You can see that each
item of the business is a *oun .hrase+
-onfrmation of the minutes FF.
Cusiness arising out of FF..
-onsideration of FFF.
There is another way of writing these business items on the agenda. You can
use infnitival verb phrases instead of the noun phrases as above. "ee, for
example+
To confrm the minutes of the previous meeting.
To consider business arising out of the previous meeting.
To consider the application of FFF.
0ne thing common to both the ways is that the genda is written precisely.
*ow you ought to try your hand at writing an agenda of a meeting.
Task II+ %' .repare the agenda of the meeting of the managing
committee
of Charat &lectricals .vt. 1td. Gsing the following points.
Gse non/fnite verbs+
6.6 Einutes of the last meeting, H.4 business arising out
of
the last meeting. H.:. Er. 3ixit#s application for the post of
ssistant &ngineer. H.7. "anction for the purchases of tools
worth 2s. "ix lacs.
%C' 2ewrite the above agenda making use of *oun
.hrases.

IB =riting Einutes of the Eeeting+
*otice of the meeting, its agenda, and recording the business carried
out in the meeting are all very important record of any business organi!ation.
They have legal importance. In the case of any dispute, this record must be
presented in the court of law. Therefore, the notice of the meeting, the
agenda %along with the receipts of the members having received the notice'
must be preserved in the company#s ofce.
8e next important thing is writing the minutes % the record' of the
business transacted in the meeting. 8ave you noticed the very frst item on
the agenda on the previous pageI It is Jconfrmation of the minutes of the
last meeting#. The members of the managing committee or the board would
like to see that the business done, decisions taken in the previous meeting
are correctly recorded in the minutes. 8e secretary will circulate the minutes
of the last meeting, and after reading them the members of the committee
will pass them or suggest corrections, change the minutes with the
permission of the chairman or the president of the meeting. Then the
secretary will write Jthe minutes of the last meeting were confrmed# and the
chairperson ; president will sign it on the Jminute book#.
*ow, we are going to learn how to write minutes of the meeting.
Einutes of a meeting are the ofcial record, and as said earlier, it is legally
very important.
1ook at the following format of the minutes of a meeting. *ote how the
resolutions are written. 2esolutions are the decisions taken by the
committee about the purchases, appointments, buying land, opening a new
branch, etc. These resolutions are Jproposed by# and Jseconded by# the
members of the board. Celow the text of the resolution, it is recorded
Jproposed by Er. FF.#, Jseconded by FF..#.
////////////////////////////////////////////////////////////////////////////////
Einutes of the sixth meeting of the Eanaging committee
of Charat &lectronics, .vt. 1td. >olhapur, held at 64/:5 p.m.
on ,riday, the K
th
Earch 4567, at the company#s ofce.
Eembers present+
6. Er. C. 2. 3eshmukh, .resident
4. Er. ". E. 3ekhane Eember
:. Er. B. 2. -hougule J#
7. Er. C. -. 3eole J#
9. Er. <. ". *awale J#
H. Er. *. 2. >adam J#
K. Er. B. -. >atkar J#
Eembers absent+
6. Er. -. 2. @adhav
4. Er. 3. C. "ardesai.
H.6 Einutes of the last meeting+ Einutes of the last meeting held
on 47
th
@anuary 4567, were read out by the secretary and
confrmed
by the members, and signed by the .resident.

H.4 In the last meeting, Er. B.2. -hougule was entrusted with
the task of
buying 65 Eicro Tech <enerators. Er. -hougule informed
the
members that the generators have been received and the
bills have been presented to the ccounts section for payment.
The prices have been as already approved by the committee.
H.: The .resident, Er. 3eshmukh, informed the members that
out of
four applications received for the post of ssistant Eanager,
the
applications of E. Y. E. .atil and Er. -. 2. 3eshmane, have
been
shortlisted and they were called for interview on 49
th

,ebruary,
4567. The committee of Er. B.2. -hougule and Er. C.-.
3evale
interviewed the candidates and have recommended Er.
Y.E. 3ixit for the post.
2esolution+ It was resolved that Er. Y.E. 3ixit be
appointed
as the ssistant Eanager of the -ompany, with eAect
from 69
th
Earch 4567, on the pay scale as
advertised. .roposed by+ *. 2. >adam
"econded by+ B. -. >atkar.
H.7 Er. *. 2. >adam#s proposal to open a new branch of the company
at
.une was accepted, and a subcommittee of the following
members was
appointed to put up a detailed proposal with possible area in
.une for
the -ompany#s establishment, rented place or possibility of
buying a
house, for opening a new branch, and submit their proposal in a
month#s
time.
H.9 s there was no further business, the meeting came to an end
with a
vote of thanks to the chair.
.resident "ecretary.

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"tudy the chronology of writing minutes. =e state the time and date of
writing the minutes, place of the meeting, the names of the members
present beginning with the name of the chairman or the president, and
ending with the name of the secretary. The names of the members absent at
the meeting are also stated below.
fter the confrmation of the minutes of the previous meeting, there
may be some business arising out of the previous meeting. Then one by one,
the items on the agenda are taken up and the decisions are recorded.
"tudy the language of the 2esolutions+
The resolution begins with the expression+ It was resolved that
/////////// be appointed ; be purchased ; be called, etc. "tudy the language
used in recording the minutes %the business' discussed, decisions made,
information given, etc. in the meeting. The business and the decisions will
depend on what kind of business organi!ation it is. If it is a factory producing
diAerent kinds of machinery, the decisions and the discussions will relate to
sales, purchases, orders to be obtained, etc. If it is a sports club, the
discussion will be about purchasing sports material, holding sports matches,
etc.
*ow, try to write the following minutes+
Task III t the 64
th
Eanaging -ommittee meeting %held on
49
th
,ebruary
4567, the following business was transacted. 3raft the
resolutions passed in the meeting about these business
items+
i' .urchase of 7 acres of land on .une L "atara road for the
ware/
house of the company.
Ii' Er. 3. ". 3eshpande was appointed as the chartered
accountant
for the period of two years, 4567/69 and 4569/6H, on the
yearly
fees of 2s.49,555;/.
ii' 2esolution was passed to appoint two accounts clerks and
one
.eon for the head ofce of the company.
////////////////////////////////


$nit No. '
Intrprting 0ata
I what is 3ataI
3ata is information often presented in tables, bar/diagrams,
charts and graphs. This information is normally about the
production of food grains, industrial production %vehicles, cell
phones, computers, etc.', student population in diAerent classes
or streams, rainfall during the months of rainy season during four
or fve years, and many such felds, important for the
governments, industrialists, scholars in diAerent felds, who have
to present this information before an audience. This information,
for such presentation, is given in a variety of diagrams such as
stated above. In your presentation before an audience, you make
use of these diagrams, charts, etc. and narrate , interpret and
comment on the data, explaining its signifcance. ,or example,
with the help of the table given about agricultural production for
the last four years, you can make statements about high or low
yield of a particular crop like wheat, @war, cotton, etc. You narrate
the visual information given in a table or a diagram or a graph.
You can make statements about high or low yield of a particular
crop and state your evaluation of the feld of agriculture.
Interpretation means explaining data presented in a variety
of diagrams, tables, etc. =hile interpreting data, we have to make
general statements about the information. ,or example, we can
say+
The agricultural production in the year 4557/4559 is
greater than in the year 455:/4557. It was because the
rains were timely and ade$uate.
=e also need to make statements comparing and contrasting the
information, and discuss the factors involved in it. "ee, for
example+
The turnover of small cars during the year 4557 was higher
than the previous year as a result of increase of demand from "hri
1anka and the frican countries.
Thus, when we interpret the data given in the tables, we make
statements stating reasons and conditions aAecting the fgures.
In this unit we are studying use of &nglish for interpreting
data in various tables, diagrams and graphs, etc.
II Tree 3iagrams+
Tree diagram is called so because it resembles a tree. Cut
this tree is inverted, its branches grow downwards and the root is
up. 1ook at the following Tree diagram, which illustrates the
relationship between the genus %the maMor category' and its
"pecies, or the maMor class and its sub/divisions.
Insects
.hysical ,eatures "ix 1egs ; *o backbones ; three
part body
Gseful 8armful
*eutral
Cees "ilk worms 1ocusts Eos$uitoes CutterNies
I#birds Eoths
8oney "ilk destroy crops spread
Ceautiful O interesting
beautiful O Interesting diseases
The tree diagram given above gives us classifcation of insects.
1et us now write a paragraph based on the information given by
this tree diagram.
Insects are small creatures which have six legs and no
backbone. Their body is divided into three parts.
Insects are classifed into three types according to their
relationship with the human beings.There are useful
insects such as bees and silkworms. Cees produce
honey from Nowers. This honey tastes sweet and has
medicinal property also. nother useful insect is a silk
worm, which produces a fbrous substance, used later
for making silk cloth. 1ocusts and mos$uitoes are
harmful insects. 1ocusts come in thousands and
destroy crops. Eos$uitoes spread diseases like Ealaria.
*eutral insects , for example, are butterNies, I#Cirds
and Eoths, which are beautiful and interesting.

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You can see from the small paragraph above how the tree/
diagram is rendered into a narrative prose passage. =hat is the
advantage of a tree diagramI tree diagram makes us
understand the relationship between diAerent classes or
components. It shows how they relate to one maMor category. 8ere
JInsect# is the maMor category. It is classifed into three broad
groups /// useful, harmful and neutral. nd each group is again
classifed into the types such bees, silk worms, etc. The tree/
diagram gives us the idea of the interrelationship between them
at a glance. This is the advantage of a tree diagram. You can then
expand it into a prose passage as shown above.
Tree/3iagram can be used to present relationship between
diAerent types of material or hierarchical relationship in the
organi!ations, ofces, in the corporate world, etc. ,or example,
study the tree diagram below which shows hierarchy of
relationship in the management of a company.
////////////////////////////////////////////////////////////////////////////////////////////
///////
-8I2E*
.roduction .ersonnel ccounts O "ales
.urchase
Eanager Eanager ,inance Eanager Eanager

You can narrate this tree/diagram stating the hierarchy in the
company management. "ee, for example+
The management of a big company is headed by the
-hairman or the Eanaging 3irector. There is a second layer of
ofcers working under him. There is a production manager who
has three assistants working under hm. There are assistant
managers of maintenance, civil and electrical under the
production manager. The personnel manager has two assistants,
one for recruitment and the other for training. ccounts and
,inance Eanager has two assistants, one for audit and the other
for advertising. .urchase Eanager has only one assistant
manager.

////////////////////////////////////////////////////////////////////////////////////////////
///////
Task I =rite a narrative paragraph based on the
information given in
the following tree diagram+
Eusical Instruments
=ind Instruments .ercussion
"tringed
Instruments
Instruments

////////////////////////////////////////////////////////////////////////////////////////////
///////
III ,low -hart+
Now/chart is normally used to show the stages in the
production or any se$uence of action. There are stages of
production, one leading to the other. Now chart gives us a
picture of a process at a glance. "uppose, you are describing a
process of production to a visitor, you are going to start with the
initial action in the process, then you take him from one stage of
production to the other, describing how a fnished product is
arrived at. Eaking a Now chart is, thus, an activity. =e have to
perform one action after the other. 0r it is a process telling us
what we should do frst, then next, until the process is completed.
1et us study the following Now chart and how it is narrated into a
passage.
////////////////////////// ////////////////////////
//////////////////////////////////
Take lime stone and <rind the mixture Transfer it to a
cylindrical
-lay, ratio :+6 to a fne powder rotating kiln
////////////////////////// ////////////////////////
/////////////////////////////////
//////////////////////////// /////////////////////////
/////////////////////////////////
Introduce hot air 8eat it to the 6755
o
-ement clinker is
formed
O coal dust into the temperature *ow allow it to cool
>iln
//////////////////////////// /////////////////////////
/////////////////////////////////
//////////////////////////////////
dd :P gypsum into it.
//////////////////////////////////
1et us now see how we can write a narrative passage for this
process of producing cement.
Task 4+ =rite a paragraph based on the following chart
showing the process of harvesting+
///////////////////////////////////// //////////////////
////////////////////////
.lough the feld after the frst sow the seeds water the feld
regularly
showers of rain after seeds
sprout
////////////////////////////////////// /////////////////// /////////////////////
///
///////////////////////////////////// ///////////////////
///////////////////////
2emove unwanted grass introduce organic 8arvest
the crop when
and weeds. -hemical fertili!ers harvest the
crop when
////////////////////////////////// //////////////////////// it is
ready.
////////////////////////////////// //////////////////////////////
-ut and bind the sheaves take them for threshing 2emove
theiii chaA by
winnowing
Into bundles and separating grain
/////////////////////////////////
.ack the grains into bags.
/////////////////////////////////
IB Car 3iagrams+
1ook at the following fgure with rectangular bars. This is a
bar/diagram or bar chart, which shows production and sales of air
conditioners %in thousands' over the years 455K to 4565. 1et us
see how the information given in this bar diagram can be narrated
in a passage.
"ales production

,igures in thousands
/
455K 455? 455D 4565
The Car -hart given above shows production and sales of air
conditioners %fgures in thousands' over the years 455K to 4565.
In the year 455K, the sales have gone up to D555, but the
production in this year was only up to H555 air conditioners, which
means that the need of sales was made up through the previous
stock. In the year 455?, the fgures of production and the sales
are the same, namely 9555 air conditioners. In 455D again the
production was only ?555, but the sales went up to 6:555 sets. In
4565, the production is only 65,555 air conditioners, while the
sales went up to 6:555 again. It means the company had to meet
the demand from the previous stock, or keep the clients on the
waiting list.
You can see how the information given in the chart is transferred
into a narrative passage. =e do not merely transfer information
here but also make a few comments on the trend shown in the
diagram.
B .ie 3iagram+
pie diagram is made up of a circle, which represents total
expenditure or total production of various food grains and the
share of each item of expenditure or each food crop. The circle
below shows maMor inputs in agricultural production, in other
words, the amount spent on fuel, fertili!ers, seeds, etc. during the
year 4565/4566.

//////////////////////////////////////////////////////////////////////////////////


/////////////////////////////////////////////////////////////////////////////////////
*ow let us see how this diagram can be narrated in a
paragraph describing the inputs into the agriculture during the
year 4565/4566.

//////////////////////////////////////////////////////////////////////////
3uring the year 4565/4566, total investment in the
griculture was to the tune of 2s.67H65 crores.
The
percentages given in the pie diagram are
approximate.
=e can see that during this year maMor
expenditure
incurred was on fertili!ers, more than the third
outlay
of the total 2s.67H65 crores. The next bigger item
of
spending is the Jother expenses#, which must
cover labour,
water, transport, etc. 0n &lectricity and 3iesel
about
KP of the total outlay was spent, which amounted
to
to 2s.?55 crores. 2s.6KH4 crores were spent on the
seeds, which is about 64P of the total
expenditure.
nd on the ,eed %for domestic animals' 2s.4KK7
crores,
about 6DP of the total outlay was spent. It can be
seen
that ,ertili!ers and the miscellaneous expenses
claimed
lion#s share of the total expenditure on agriculture
during
the year 4566/64.

////////////////////////////////////////////////////////////////////////////////
Task :+ 8ere is a .ie -hart showing percentage of
expenditure of a middle/class family, every month. The
monthly income of the family is 2s. 95,555;/.
=rite a small paragraph narrating the information given in the pie
chart above, and make your comments on how the family spends
its income.
&xercises+
6. *arrate the following information given in the
form of a table. There are fve factories , C, -, 3
and &. 1ook at the data given below in the table,
write a narrative passage making general
statements about the way each factory has
employed the personnel. lso make statements
comparing and contrasting the information.
,actories
-ategory C - 3 &
0fcers 4K5 44
9
6H
5
:65 6H9
"upervis
ors
455 6?
5
4?
5
495 4K5
Technicia
ns
::5 4D
5
49
9
4?5 449
"killed
labourers
695 6:
5
66
5
649 D9
Gnskilled
labourers
6?5
K9
6?
5
455 699

4 =rite a paragraph on how cement is produced making use of the following
Now/chart.
//////////////////// //////////////////// //////////// //////////////
,ixing O installing <eneral check up ,uel flling -ount
down
the satellite on the of maMor parts
starts
rocket
//////////////////////// ///////////////////// /////////////
/////////////////
////////////////// ////////////////////
/////////////////////////////////
1aunching of Ignition of frst -hecking of each
and
rocket stage of rocket every part of
the rocket
/////////////// //////////////////
/////////////////////////////

$nit No. *
T3E STO(E4E0 3O$SE
$aman o(al
$aman .o%ind o(al is one of the reno(ned 2arathi Dalit (riters1 is short
story 6The Storeyed o!se7 portrays the plight of a Dalit family man" Baya+i" (ho
comes #ack to his nati%e %illage after earning a si0ea#le amo!nt in his +o# at the
dockyard (here had ser%ed for 89 years1 It (as his dream to #!ild a storeyed ho!se for
his family" #!t he decides to #!ild a con%entional three:portioned ho!se (ith a small
storey in the middle portion of it1 B!t a high caste landlord" )ondi#a /atil does not like
e%en this change" and on the day of the ho!se (arming party" the ho!se is #!rnt do(n to
ashes1 /oor Baya+i himself is #adly #!rnt and loses his life1 B!t his sons decide to assert
their identity and start #!ilding their storeyed ho!se to f!lfil their father,s last (ish1
o(al,s story is one of the heart:rending stories of the s!ffering of the Dalit
comm!nity1 It has #een translated from 2arathi into English #y /rof1 21 D1
atkanaglekar1
There (as something really (rong (ith the State Transport #!s1 It had come !p the
(inding road in the mo!ntain as if (ith a life:time,s effort1 The road (as no( do(n:hill and yet
the #!s mo%ed as slo(ly as a sick man (alking (ith the help of another1 It reached the plain
(here the dispensary #!ilding (as sit!ated" and stood still" like an o#stinate #!ll1 No(" the
destination (as hardly a mile or t(o a(ay1 B!t the dri%er (as sore and the cond!ctor had no
option #!t to #e silent1 $hen they reali0ed that the #!s (o!ldn,t mo%e any faster" a co!ple of
passengers exclaimed3 6.oddamit for a #loody n!isance;7
The cond!ctor asked the passengers to get do(n and they all p!t their strength together to
p!sh the #!s1 a%ing gained this initial moment!m" the #!s started1 /assengers clam#ered !p"
+ostling one another1 The cond!ctor rang the #ell and the #!s grad!ally took on speed1 It entered
the %illage rel!ctantly" like a tr!ant child #eing dragged to school1 's it (o!nd its (ay thro!gh
the c!r%es on the o!tskirts" it groaned and croaked like a hen a#o!t to lay eggs" and stopped (ith
a #ang in front of Bh!+a#a /atil,s residence1 's it halted" it ga%e a #ig l!rch" sending the
passengers helter:skelter" ch!rned like (ater in a pitcher (hen the carrier st!m#les1
'll the passengers got do(n1
The coolie p!t his hand on a h!ge (ooden #ox and sho!ted" <$hose #ox is this=,
Baya+i (ho (as #r!shing a(ay the d!st from his #ody" ans(ered1 <Oh" it,s mine" please
lo(er it do(n1,
The coolie hea%ed and gr!nted as he lo(ered the #ox (hich Baya+i ca!ght (ith ease1
Baya+i had packed his entire ho!sehold goods in this #ox1 There (as no longer any
reason to hang aro!nd in Bom#ay1 e had (orked honestly for the past thirty:fi%e years in the
dockyard and had retired from ser%ice t(o months #efore1 Not that he had held an important
position1 e had merely got an extension for t(o years> d!ring that period he had #ecome a
s!per%isor1 Other(ise his entire life had #een spent lifting hea%y loads1 e had (orked %ery
hard (hene%er he co!ld" day and night1
Baya+i had crossed sixty #!t (as in so!nd health1 e had a st!rdy frame right from #irth"
and hard (ork had gi%en a (ell:formed shape to his strong #ody1 e paid fifteen paise to the
coolie" p!t the #ox on his o(n head and #egan to (alk in the direction of his ho!se into (hich he
had thro(n pots and pans and s!ndry other things1
's he reached )adam,s ho!se he sa( Bh!+a#a coming to(ards him1 Bh!+a#a (as a
kno(n rascal of the %illage1 Baya+i #alanced the #!rden on his head1 Straightening his neck" he
said" <.reetings to yo!" sir" ho( are things (ith yo!=,
Baya+i (as a 2ahar #y caste and according to age:old c!stom sho!ld ha%e greeted
Bh!+a#a (ith <2y h!m#le sal!tations to yo!" sir" (ho are my father and mother1, So" (hen
Baya+i merely said <.reetings, Bh!+a#a #ecame f!rio!s and said" <Do yo! think yo! can #ecome
a Brahmin merely #y saying 6.reetings=7 *an yo! forget yo!r position simply #eca!se yo!,%e
t!rned B!ddhist=,
Baya+i (as nonpl!ssed1 For a moment" he (as tempted to knock him do(n (ith his #ox
#!t reali0ed that he co!ldn,t afford to do so1 Besides" no( he had come #ack to his %illage for
good1 e (as to spend the rest of his days on this soil and (o!ld #e interred in the same oil1 e
(o!ld not #e a#le to ret!rn to /!ne or Bom#ay hereafter1 It (as not good policy to inc!r the
hostility of anyone in the %illage" least so of the /atil" the %illage headman1
So he said in a meek tone" <Sir" (hy spring this on me e%en #efore I set foot on the soil of
my forefathers= I ha%e to stay here till the end of my life1,
<$hy= 'ren,t yo! going #ack to yo!r +o#=, asked Bh!+a#a1 <No sir" my ser%ice is o%er"
I,%e t!rned sixty1, $ith this Baya+i lifted the load from his head a little to place it in position1
<Then yo!,%e collected yo!r f!nd amo!nt=, Bh!+a#a (as taking his meas!re1 <?es sir",
Baya+i replied (ith pride1 <o( m!ch=, Bh!+a#a asked greedily1 <Not m!ch" (hat can a daily
(orker earn=, Baya+i ans(ered1 <$hy (on,t yo! mention the fig!re" man=, Bh!+a#a persisted
artf!lly1
<Some t(o and a half tho!sand r!pees1, Baya+i ga%e the correct fig!re1
<Baya+i" yo! ha%e a hea%y load on yo!r head1 .o to yo!r ho!se first1 $e,ll talk at leis!re
later1, Bh!+a#a said in mock sympathy1
<?es" yes1, Baya+i m!m#led and (alked in the direction of his ho!se1 't the moment"
Baya+i (as the pro!d o(ner of t(o and a half tho!sand r!pees in cash" so it made no difference
(hether he (as an !nto!cha#le or a B!ddhist1 If only one co!ld s(indle o!t of the !nto!cha#le
Baya+i @ or rather B!ddhist Baya+i @ fo!r or fi%e h!ndred r!pees" that (as eno!gh1 $ith the
tho!ght in his mind" Bh!+a#a entered his (ada" the #ig ho!se1
Exchanging pleasantries (ith people he met on the (ay" Baya+i reached the p!#lic
#!ilding called Takkya in the !nto!cha#les, settlement1 The #!ilding (as named B!ddha Aihar
#y those (ho had em#raced B!ddhism1 's Baya+i neared B!ddha Aihar" the children" (ho (ere
playing (ith a #all made of rags" finished their game and cried o!t" <Bai+! Nana is here" Bai+!
Nana is here;, and scampered in the direction of Baya+i,s ho!se1 Baya+i,s eighty:fi%e:year:old
mother B!ickly scram#led to her feet1 She had aged m!ch #!t her old:(orld frame (as still
st!rdy" and her teeth (ere strong eno!gh to che( gram1 She co!ld thread a needle (itho!t help1
$hen she heard of Baya+i,s arri%al her heart s(elled1
's Baya+i came in" his (ife concealed her +oy (ith the end of her sari and took do(n the
#ox from his head1 is grandchildren cl!ng to him and #egan to t(ist the folds of his dhoti1 The
neigh#o!ring children (atched the scene in idle c!riosity1
<*ome" get into the ho!se" children;, said Baya+i1 is mother (alked o!t (ith a #ent
#ack and told Baya+i to (ait o!tside the door1 Baya+i o#eyed1
The old (oman came for(ard" po!red some (ater o%er the piece of #read in her hand"
mo%ed it aro!nd Baya+i,s face and fl!ng it a(ay as an offering1 She ran her palms o%er his
cheeks and pressed her fingers on his temples1 'll eight fingers ga%e o!t a cracking so!nd1
Baya+i,s family (as doing (ell1 e had eight children in all" six sons and t(o da!ghters1
The da!ghters had #een married off and had gi%en #irth to children1 The elder sons looked after
the fields" the next t(o sons (ere in go%ernment ser%ice" the one after them (as a school:teacher
and the sixth one (as still st!dying1 Since they kne( that Baya+i (as coming home for good the
elder son in ser%ice and the t(o da!ghters (ere already home to greet him1 'll of them (ondered
(hat their father had got for them from his lifetime,s earnings1
The next day (hen Baya+i opened the #ox" it re%ealed only some pots and pans" nails and
photographs1
Looking at this" the elder da!ghter asked" <Nana" ho( is it that yo! ha%en,t #ro!ght
anything for !s=,
Baya+i (as am!sed that his da!ghters tho!ght in this childish manner e%en after they had
children of their o(n1 e ran his eyes o%er all his children and said" <Look here children" if I had
#ro!ght ne( clothes for yo!" they,d tear" if I had #ro!ght an ornament it (o!ld soon (ear o!t1
O!t of my earnings I (ish yo! to ha%e something that,ll last longer1,
Baya+i pa!sed after these (ords1
is eldest son (as godly1 e said" <Neither (e nor o!r (i%es (ant anything1 Tell !s
(hat yo!,d like !s to do1,
<Look children" o!rs is s!ch a large family1 E%en at mealtime" (e,%e to eat #y t!rns or sit
cro(ded" knocking o!r knees together1 I (ish to #!ild a ho!se o!t of my earnings" and it has to
#e a storeyed ho!se> the !s!al three:portioned ho!se (on,t #e adeB!ate for !s1,
'll (ere happy (ith this plan1
The plan (as finali0ed and the fo!ndation of the storeyed ho!se (as laid on the
a!spicio!s ne( year day1
The ne(s that Baya+i (as #!ilding a storeyed ho!se spread like a cry from the rooftops1
There (as only one storeyed ho!se in the %illage and that #elonged to )ondi#a /atil1 That
Baya+i" an !nto!cha#le creat!re" sho!ld think of a ri%al storeyed ho!se (as too m!ch for
)ondi#a to #ear1 Others also m!rm!red that the !nto!cha#les (ere forgetting their position1
$ork on the fo!ndation had started1 Dattaram Aadar (as gi%en the contract of
constr!ction1 The fo!ndation trenches (ere filled (ith m!d" #its of stone and other fillings1
$ork progressed (ith speed1 One day Baya+i sa( )ondi#a coming to(ards him and greeted
him1 <It,s (ith yo!r #lessings that I ha%e %ent!red on this storeyed ho!se1,
<Bai+!" yo! sho!ldn,t lose yo!r head simply #eca!se yo!,%e set aside some money1 Do
yo! aspire to an eB!al stat!s (ith !s #y #!ilding this ho!se= The poor sho!ld remain content
(ith their cottage" !nderstand=, )ondi#a remarked rather sharply1
<No /atil" please don,t mis!nderstand me1, Baya+i (as a little di00y (ith ner%o!sness1
<o( do yo! say that= One sho!ld keep to one,s position1 ?o! sho!ldn,t let a little money
t!rn yo!r head1,
<I only (ish to #!ild a shelter for my family1 Then I shall #e free to #reathe my last1,
Baya+i ans(ered1
<$ho says yo! sho!ldn,t ha%e a ho!se= ?o! can ha%e a small ho!se (ith three
con%enient portions" a %eranda in the front and at the #ack and the li%ing section in the middle1
$hy spend !nnecessarily on a storeyed ho!se=, /atil ga%e his co!nsel1
<No" #!t C, Baya+i faltered1
<?o! may go in for a storeyed ho!se only if yo! don,t (ish to stay in this %illage1 I hope
yo! kno( (hat I mean1, )ondi#a shot o!t as a (arning and (alked a(ay1 Other r!ffians in the
%illage threatened Baya+i in a similar manner1
O!t of fear Baya+i had to a#andon plans for the storeyed ho!se1 The con%entional three:
portioned ho!se (as taken !p1 $ork (as res!med and the (alls rose rapidly1 The middle
portion (as a little ele%ated and a small first storey fixed !p there (ith a (ooden flooring1 This
part co!ld #e reached #y stairs rising from the kitchen1 No one co!ld g!ess from the o!tside that
there (as a first storey to the ho!se1 Baya+i had to make the #est of things1
The ho!se (as complete and the traditional ho!se(arming ceremony (as planned1
In%itations (ere sent to relati%es in different %illages1 The %illage elders" #y con%ention" co!ld
not #e in%ited to a meal or refreshments" so they (ere in%ited to the ceremonial paan:s!pari1
Baya+i p!t !p a fine pandal in front of the ho!se1 is sons (orked hard for t(o f!ll days on the
decorations1 -elati%es started arri%ing1 $ell:kno(n de%otional singers" )adegaonkar B!(a"
/aras! B!(a" )alekar Bap! 2aster" 4i+a B!(a and Aitho#a of $adgaon came (ith their tro!pes1
/eople looked for(ard (ith delight to the forthcoming contest among the %ario!s tro!pes1
In the e%ening fo!r petromax lights (ere h!ng in the fo!r corners of the pandal1 It lent a
!niB!e golden yello( light to the s!rro!ndings1 .!ests (ere engrossed in con%ersation1
)ondi#a /atil (as soon there1 $ith him (as the th!g Bh!+a#a and fo!r or fi%e seasoned
rascals like Aitho#a .hayak!te and /aras! 2artanda1 These people felt !neasy at the sight of the
#rand ne( ho!se" the impressi%e pandal and the cro(d of smiling faces1
Their eyes ro%ed all o%er the place1 Baya+i led them !p the stairs in the kitchen1 The first
floor looked like a dra(ing room1 The (alls (ere radiant (ith #l!e oil:paint1 The fresh colo!r
ga%e o!t a pleasant smell1 Framed pict!res of great men like Lord B!ddha" Dr1 Ba#asahe#
'm#edkar" )arma%eer Bha!rao /atil" 2ahatma 4yoti#a /h!le and others h!ng on the (alls1 The
loft:like first floor (as filled (ith a pio!s and holy am#ience1
Baya+i spread a ro!gh (oolen carpet for /atil and the other high:caste people1 /atil sat
B!ietly on that1 is companions rather !ncomforta#ly took their positions aro!nd him> Baya+i
offered them the c!stomary #etel lea%es1 /atil accepted the lea%es #!t immediately ga%e it #ack
to Baya+i (ith the remark" <?es" it,s all %ery nice;,
<B!t (hy don,t yo! accept the #etel lea%es=, Baya+i asked ner%o!sly1 Bh!+a#a smiled
artificially and said" <It,s eno!gh that yo!r offering is hono!red> is it also necessary to eat it=
$e,ll make a mo%e no(1, $ith this )ondi#a /atil" Bh!+a#a and his companions rose to lea%e1
's they came do(n" Bh!+a#a felt as if he (ere t!m#ling do(n the stairs1
They eyed one another as if to say" <This !nto!cha#le (orm has got a s(ollen head1 e
needs proper handling1,
Baya+i fed all his g!ests (ith a s(eet meal of shira and p!ris1 'long (ith #etel n!ts items
of gossip rolled o%er their tong!es and then the session of social de%otional songs #egan1
'mong the Bha+an singers" )alekar Bap! 2aster had a s!perior %oice1 )adegaonkar
B!(a (as #etter at classical singing1 De%otional songs (ere s!ng in praise of Dr1 Ba#asahe#
'm#edkar and Lord B!ddha1 /eople s(ayed their heads in appreciation as the programme
gathered moment!m1 It (as t(o o,clock in the morning1 Baya+i (as str!tting a#o!t in the
pandal1 e sat do(n #y a g!est no( and then" to inB!ire after his (elfare1 Small children"
!na#le to resist sleep" had dropped off like #!ndles of rags1 $omen sat in the front %erandah1
Baya+i,s children (ere #!sy preparing tea for a second ro!nd1 They had p!t tea po(der and
s!gar into a pot on a trenched sto%e and (aited for the (ater to #oil1 The #ha+an (as in f!ll
s(ing1 <I had a dream at night and my #reast (as f!ll of feelings", (ent the line1
The gro!p ad%anced from #aseless de%otionals @ like <From the east came a horde of
ghosts" each one (ith se%en heads, @ to social de%otionals1
)alekar Bap! 2aster,s po(erf!l %oice rose !p" <Take to heart the s(eet ad%ice of
Bhimaraya and #o( do(n to B!ddha for the emancipation of the (hole (orld1 I fly to the
ref!ge of the Faith> I fly to the ref!ge of the Faithf!l1, The song rent the air" filling it (ith +oy1
'nd then the !ndreamt:of incident took place1
Baya+i,s ne( ho!se had ca!ght fire from all sides1 It had s!ddenly flared !p1 The
(omenfolk in the front %erandah screamed in conf!sion1 The g!ests stood !p s(iftly and #egan
to p!ll o!t the (omen like a herd of cattle1
Baya+i (as frantic1 e ran aro!nd crying1 <2y ho!se" my storeyed ho!se; It,s on fire1
2y enemy has taken re%enge on me1, e entered the roaring flames" crying" <2y ho!se" my
ho!se1, e clim#ed !p" p!lled the pict!res of B!ddha and Ba#asahe# from the (alls and h!rled
them do(n1 's he (as a#o!t to come do(n the stairs" it cr!m#led do(n in flames1 /eople
p!lled !p (ater from a near#y (ell to p!t o!t the dreadf!l fire #!t it co!ld not #e easily
contained1 <Baya+i" +!mp do(n" B!ick" +!mp", people sho!ted1 $omen and children (ere crying
and screaming1 No( that the staircase had collapsed" no one co!ld go !p1 Scorched in the
flames" Baya+i ran aro!nd like a trapped creat!re" ho(ling all the time" <2y ho!se" my ho!se;,
'nd then the !pper storey itself came do(n (ith a crash" and along (ith it Baya+i" (ith a
reso!nding th!d1 /eople p!lled him o!t1
Baya+i (as #!rnt all o%er1 e (as still (ailing" <2y ho!se" my ho!se;, Baya+i,s children
encircled him and cried their hearts o!t1 The g!ests (ere #!sy p!tting o!t the fire1 'll Baya+i,s
hopes had #een red!ced to ashes1 $hat (as the !se of p!tting o!t the fire no(=
Baya+i (as #adly #!rnt and he (as in great agony1 e asked for (ater all the time1 's
his eyes #egan to roll in his head" his eldest son mo%ed closer" g!lped do(n the sorro( that (as
s!rging in his throat and asked" <Nana" (hat,s yo!r last (ish=,
<Sons" I (ant yo! to #!ild a storeyed ho!se1 I,%e no other (ish1, $ith these (ords" his
head collapsed like the storeyed ho!se1 Baya+i (as B!iet and the fire too had calmed do(n1
Baya+i,s mother (ept #itterly1 <?o!r father passed a(ay (itho!t gi%ing me a #!rial1 't
least yo!r hands sho!ld ha%e p!shed the d!st o%er my dead #ody1 Baya+i" speak to me1, She (as
mad (ith grief1
Baya+i,s (ife (as so##ing her heart o!t" crying repeatedly" <$ho,s done this e%il to !s=
Let the ho!se #!rn to cinders1 Sa%e my h!s#and first;,
The entire family (as shattered #y the calamity1 The spirits of all the men (ere
dampened like a cooking:fire on (hich (ater had #een po!red1
In the morning the %illage officers and (itnesses %isited the place to record the facts of
the accident1 <Baya+i,s death (as the res!lt of an accident d!e to a petromax flare:!p," (as their
concl!sion1
The ho!se (as #!rning #efore the ho!se:(arming ceremony (as o%er and Baya+i (as in
ashes in the cemetery instead of en+oying the comforts of a retired life1
'fter the f!neral" people ret!rned hanging their heads1 'll of them (ere pained at heart
to think that ha%ing come to cele#rate the ho!se(arming" they had the misfort!ne to attend the
f!neral of the host1
'll (ere sitting in a s!llen mood in the pandal (hen Baya+i,s eldest son came o!t (ith
three or fo!r #askets" a spade" a pickaxe and a hoe1 e o!tlined a sB!are (ith the pickaxe and
#egan to dig1
The eldest son (as digging" the second (as gathering the earth (ith his spade and the
others (ere lifting it a(ay in #askets1
The g!ests asked in ama0ement" <*hildren" yo! are in mo!rning; $hat,s this yo!,re
doing=,
<$e,re starting on a ho!se" not one (ith a concealed first floor #!t a reg!lar t(o:storeyed
ho!se", replied the eldest son of Baya+i1 'nd the six #rothers res!med (ith determination the
(ork of digging the fo!ndation of a t(o:storeyed ho!se1
Nots an) 5lossary"
o#stinate3 %ery diffic!lt to pers!ade
destination3 the place to reach
rel!ctantly3 (itho!t (illingness
tr!ant child3 a person (ho (astes time
st!rdy frame3 strong #ody
nonpl!ssed3 taken a#ack" d!m#fo!nded
for good3 permanently
(o!ld #e interned3 (o!ld #e #!ried after death
inc!r the hostility3 earn enmity
s(indle3 loot or steal
scampered3 ran
lose yo!r head3 forget yo!r social position
Dpio!s and holyE am#ience3 atmosphere
emancipation3 freedom Dfrom the (orldly thingsE
I Ans6r th follo6ing 7ustions in on sntnc ach"
F1 $hat did Baya+i carry in his #ox=
51 $here had Baya+i (orked and ho( long=
81 $hy (as Bh!+a#a f!rio!s (ith Baya+i=
G1 o( m!ch amo!nt did Baya+i sa%e for #!ilding a ho!se=
91 $hat did the da!ghters of Baya+i expect him to #ring for them=
H1 $hat did Baya+i plan to do (ith his sa%ings=
I1 $ho (as )ondi#a= $hy (as he !pset (ith Baya+i,s ho!se=
II Complt th follo6ing statmnts choosing th corrct altrnati8 from
th ons gi8n 9lo6 ach.
F1 Bh!+a#a /atil (as kno(n as a :::::::::::: of the %illage1
aE leader
#E police patil
cE rascal
dE sarpanch
51 Baya+i had (orked :::::::::::::::1
aE at the Bom#ay rail(ay station1
#E in the factory in Bom#ay1
cE in the cloth:mill in Bom#ay1
dE at the dockyard1
81 )ondi#a (as !pset (ith Baya+i #eca!se :::::::::::1
aE Baya+i did not greet him respectf!lly1
#E Baya+i (as #!ilding a storeyed ho!se1
cE Baya+i ins!lted )ondi#a1
dE )ondi#a did not ha%e a storeyed ho!se1
G1 The elder da!ghter of Baya+i ::::::::::::::
aE (as delighted to see the presents #ro!ght #y her father1
#E (as disappointed that there (ere only cheap gifts #ro!ght #y him1
cE felt !nhappy that there (ere no presents #ro!ght #y her father1
dE asked Baya+i (hat he liked his children to do1
91 Baya+i" after the threat from )ondi#a" :::::::::::::
aE cancelled #!ilding a storeyed ho!se1
#E decided to #!ild a three portioned ho!se (ith a %erandah1
cE #!ilt a concealed first storey in the middle1
dE #!ilt the first storey challenging )ondi#a1
III Ans6r th follo6ing 7ustions in %22 to %&2 6or)s ach.
F1 o( did Bh!+a#a treat Baya+i at first and (hy did his #eha%ior change=
51 o( many children did Baya+i ha%e and (hat (ere they doing=
81 $hat (as Baya+i,s plan for spending his life,s sa%ings= o( did he explain it to his
children=
G1 $hy (as )ondi#a !pset (ith Baya+i,s ho!se= $hat did he s!ggest to him=
I/ :rit short nots in a9out %22 to %&2 6or)s ach.
F1 *asteism in Baya+i,s %illage
51 Baya+i,s family
81 The tragic end of Baya+i,s dream
G1 Baya+i,s sons
/ :riting Acti8ity"
$rite a note on the casteism in India1

$nit No. +
Th $nity of In)ia
Amartya Sn
'martya Sen D#orn 8 No%em#er" FJ88E is an Indian economist and a No#el
La!reate1 is contri#!tions to (elfare economics" Social *hoice theory" economic and
social +!stice and indexes of the meas!re of (ell:#eing of citi0ens of de%eloping
co!ntries are note(orthy1 e is professor of Economics and philosophy at ar%ard
&ni%ersity" a senior fello( at the ar%ard society of fello(s" disting!ished fello( of
'll So!ls *ollege" Oxford and fello( of Trinity *ollege" *am#ridge1 e is a prolific
(riter and his #ooks ha%e #een translated into more than thirty lang!ages1 Sen has
recei%ed o%er JK honorary degrees from !ni%ersities aro!nd the (orld1 e has
recei%ed many a(ards and honors> in FJJL he recei%ed the No#el 2emorial /ri0e in
Economic Sciences for his (ork in (elfare economics" in FJJJ he recei%ed the Bharat
-atna a(ard" in the year 5KK5 he recei%ed the International !manist '(ard from the
International !manist and Ethical !nion to name a fe(1
Development as Freedom DFJJJE" The Idea of Justice D5KKJE1 The
Argumentative Indian D5KK9E Rationality and Freedom D5KK5E Reason before Identity
DFJJJE" On Ethics and Economics DFJLIE" Choice !elfare and "easurement DFJL5E"
#unger and $ublic Action DFJLJE are some of the prominent (orks #y 'martya Sen1
The present essay is taken from his famo!s #ook The Argumentative Indian %ritings
on Indian Culture #istory and Identity1 It is a collection of FH essays many of (hich
are #ased on the lect!res that 'martya Sen deli%ered on %ario!s occasions on %ario!s
topics1 In these essays 'martya Sen disc!sses IndiaMs long arg!mentati%e tradition and
IndiaMs m!lti c!lt!ral history1 In the present essay he disc!sses the !nity of India1
I t!rn no( to a different iss!e" that of the !nity of India1 $e can disting!ish #et(een t(o
distinct feat!res of the intercomm!nity disc!ssions arranged #y 'k#ar in 'gra in the late
sixteenth cent!ry1 The first (as the Macceptance of pl!ralityM" em#racing the reg!lar presence of a
m!ltit!de of #eliefs and con%ictions1 The second (as the Mdialogic commitmentM in the form of
'k#arMs %isionary insistence on the need to ha%e con%ersations and interchanges among holders
of different #eliefs and con%ictions1 They are interlinked feat!res of a rich and integrated
!nderstanding of a di%erse society1
*onsider" first" the far:reaching rele%ance of the former : the more elementary : feat!re of
'k#arMs %ision" the ackno(ledgement and recognition of the internal di%ersity of India1 The
extent of that di%ersity has #affled many1 Indeed" many cent!ries later" (hen $inston *h!rchill
made the momento!s anno!ncement that India (as no more a co!ntry than (as the EB!ator" it
(as e%ident that his intellect!al imagination (as se%erely strained #y the diffic!lty of seeing ho(
so m!ch di%ersity co!ld fit into the conception of one co!ntry1 The British #elief" %ery common
in imperial days and not entirely a#sent no(" that it (as the -a+ that someho( McreatedM India
reflects not only a pride in alleged a!thorship" #!t also some #afflement a#o!t the possi#ility of
accommodating so m!ch heterogeneity (ithin the coherent limits of (hat co!ld #e taken to #e a
pre:existing co!ntry1
?et" general statements a#o!t India and Indians can #e fo!nd thro!gho!t history" from the
ancient days of 'lexander the .reat" of 2egasthenes Da!thor of the Indika" in the third cent!ry
B*EE" and of 'polloni!s of Tyana Dan India:expert in the first cent!ry *EE to the Mmedie%alM days
of 'ra# and Iranian %isitors D(ho" like 'l#er!ni" (rote so m!ch a#o!t the land and the people of
IndiaE" all the (ay to the Enlightenment and post:Enlightenment E!rope D(ith heroic
generali0ations a#o!t India presented #y erder" Schelling" Schlegel and Schopenha!er" among
many othersE1 It is also interesting to note that" in the se%enth cent!ry *E" as the *hinese scholar
?i 4ing ret!rned to *hina after spending ten years in India" he (as mo%ed to ask the B!estion3 MIs
there anyone" in the fi%e parts of India" (ho does not admire *hina=M That rhetorical : and
some(hat optimistic : B!estion is an attempt at seeing a !nity of attit!des in the co!ntry as a
(hole" despite its di%isions" incl!ding its Mfi%e partsM1 'k#ar (as one of the am#itio!s and
energetic emperors of India Dalong (ith *andrag!pta 2a!rya" 'shoka" the later *andrag!pta of
the .!pta dynasty" 'la!ddin )hil+i" and othersE (ho (o!ld not accept that their regime (as
complete !ntil the #!lk of (hat they took to #e one co!ntry (as !nder their !nified r!le1 The
(holeness of India" despite all its %ariations" has consistently in%ited recognition and response1
This (as not entirely irrele%ant to the British conB!erors either" (ho e%en in the eighteenth
cent!ry : had a more integrated conception of India than *h!rchill (o!ld ha%e #een a#le to
constr!ct aro!nd the EB!ator1
The feat!res of IndiaMs !nity %ary greatly (ith the context1 Some of them are more often
recollected than others" tho!gh they all ha%e their specific rele%ance1 *onsider" for example" the
emergence" far less often disc!ssed than it sho!ld #e" of the city of &++ain" in the early cent!ries
of the first millenni!m *E" as the location of the Mprincipal meridianM for Indian calendars"
ser%ing for Indian astronomers as something like an Indian .reen(ich1 It is still the #ase of
the Indian standard time today" nearly t(o tho!sand years later" an a(k(ard fi%e and a half ho!rs
ahead of .reen(ich 2ean Time1 That technical de%elopment clearly had m!ch to do (ith the
location of imperial po(er as (ell as scientific research at that time1 &++ain Dor &++ayini" as it (as
then calledE" as an ancient Indian city" mo%ed from its role as the capital of '%anti Dlater" 2al(aE
in the se%enth cent!ry B*E" to #ecome the capital of the aka royalty" and most prominently
ser%ed as the #ase of the later .!pta dynasty" in the period of the flo(ering of Indian
mathematics and science1
&++ain (as" as it happens" also the home of many leaders of IndiaMs literary and c!lt!ral
(orld" incl!ding the poet ) lid sa" in the fifth cent!ry1 It (as this connection" rather than the
scientific one" that attracted E1 21 Forster : that profo!nd o#ser%er of India : to &++ain in FJFG1
e (as str!ck #y the lack of contemporary interest in the history of that ancient city3 MOld
#!ildings are #!ildings" r!ins are r!insM1 In ) lid saMs long poem "eghad tam" a #anished
h!s#and" (ho asks a clo!d to carry across India his message of lo%e and longing to his far:a(ay
(ife" insists that the clo!d m!st !ndertake a deto!r to see the magnificence of &++ain1 Of co!rse"
here too : as else(here in ) lid saMs sens!o!s (ritings : he cannot resist d(elling on the
feminine charm that co!ld #e fo!nd1 's he %isits modern &++ain" E1 21 Forster recollects ) lid
saMs description of the #ea!ty of &++ayini (omen" and ho( the fifth:cent!ry city li%ened !p in the
e%ening as M(omen steal to their lo%ersM thro!gh Mdarkness that a needle might di%ideM1 The clo!d
is firmly instr!cted3
Tho!gh it di%erts yo! on yo!r (ay north(ard"
Do not fail to see the roofs of &++ayiniMs st!ccoed palaces :
If yo! are not enchanted there #y the (ay the city (omenMs eyes
Trem#le in alarm at yo!r #olts of lightning"
?o! are cheated1MN
) lid sa com#ines his o#ser%ation of di%erse charms and #ea!ties across India (ith a
determination to pro%ide a f!ll %ie( of the entire land that lies on the (ay from one end of India
to another on the ro!te that the poet determines for the messenger clo!d1
Similarly" 'k#ar not only noted the %ariations across India" #!t also made serio!s
attempts at some standardi0ation1 Indeed" #oth his a#orti%e mo%es to initiate an integrated
calendar for India" the MTarikh:ilahiM" and his !ns!ccessf!l efforts to ha%e a synthetic religion" the
MDin:ilahiM" dra(ing on the different religions kno(n in India" reflected a constr!cti%e search for
an o%erarching !nity" com#ined (ith a firm ackno(ledgement of pl!rality1 The recognition of
heterogeneity has m!ch to do (ith an !nderstanding of IndiaMs B!alified solidarity that emerges
in these di%erse literary" scientific and political efforts1 Neither a homogeneo!s conception of a
!nitary India" nor a %ie( of isolated segments" co!ld take the place of the idea of the pl!ralist
India that (as firmly esta#lished (ell #efore Lord *li%e #egan erecting the fo!ndations of the
-a+1
:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
Nots an) 5lossary"
disting!ish3 to make o!t as different
m!ltit!de3 a great n!m#er
dialogic3 of" pertaining to" or characteri0ed #y dialog!e1
*ommitment3 the act of committing" pledging or engaging onself1
integrated3 harmonio!s1
ackno(ledgement3 an expression of appreciation1
recognition3 reali0ation1
#affled3 #e(ildered1
momento!s3 of great or far:reaching importance1
heterogeneity3 di%ersity1
coherent3 logical and consistent
medie%al3 relating to the 2iddle 'ges1
Enlightenment3 The age of Enlightenment (as c!lt!ral mo%ement of intellect!als
#eginning in the late FIth and FLth cent!ry E!rope emphasi0ing reason
and indi%id!alism rather than tradition1
irrele%ant3 !nrelated1
meridian3 a circle passing thro!gh a place and the North and So!th poles1
deto!r3 a ro!nd a#o!t (ay
sens!o!s3 stim!lating the senses1
st!ccoed3 plastered1
enchanted3 charmed
%ariations3 a change or slight difference in condition
a#orti%e3 failing to prod!ce the intended res!lt1
solidarity3 firm !nity
pl!rality of India3 DIndia,sE pop!lation of many castes and creed
homogeneo!s3 of the same kind
!nitary3 single
2egasthenes3 D89K:5JK B*EE $as a .reek ethnographer and explorer in the ellenistic
period" a!thor of the (ork Indi&a1 e (as #orn in 'sia 2inor and #ecame
an am#assador of Sele!c!s I of Sele!cid dynasty possi#ly to
*handrag!pta 2a!rya1
'polloni!s of Tyana3 D*1F91* FKK *EE (as a .reek Neopythagorean philosopher from the to(n
of Tyana in the -oman pro%ince of *appadocia in 'sia 2inor1
'l#er!ni3 DJI8 : FKGLE $as #orn in )hi%a in JI8 '1D1 e came to India in the (ar:
train of 2ahm!d of .a0ani1 e (as a great philosopher" mathematician
and historian1 'ttracted #y Indian c!lt!re" he learnt Sanskrit and st!died
ind! philosophy and c!lt!re1
Friedrich $ilhelm 4oseph Schelling3 DFII9:FL9GE 'n 'merican poet" ecologist" nat!ralist" and
explorer of (ilderness areas1 e has tra%elled in North 'merica" E!rope"
India and imalayas1
-o#ert *li%e3 DFI59:FIIGE 2a+or:.eneral -o#ert *li%e" Fst Baron *li%e also kno(n as
*li%e of India" (as a British officer (ho esta#lished the military and
political s!premacy of the East Indian company in Bengal1
4ohann .ottfried erder3 DFIGG:FLK8E (as a .erman philosopher" theologian" poet and literary
critic1
Schlegel3 D)arl $ilhelm Friedrich Schelgel DFII5:FL5JE (as a .erman poet" literary critic"
philosopher" philologist and ideologist1
Scopenha!er3 'rth!r Schopenha!er DFILL:FLHKE (as a .erman /hilosopher1
I Complt th follo6ing statmnts choosing th corrct altrnati8 from
th ons gi8n 9lo6 ach.
F1 'cceptance of OOOOO (ere t(o distinct feat!res of intercomm!nity disc!ssions arranged
#y 'k#ar1
aE pl!rality and dialogic commitment
#E sec!larism and di%ersity
cE nationalism and eB!ality
dE c!lt!re and dialogic non:commitment
51 2agasthenes (as the a!thor of OOOOOO
aE India #E Indiana
cE Indian dE Indika
81 The (holeness of India> despite all its %ariations" has consistently in%ited OOOOOOOO
aE appreciation and appla!se #E recognition and response
cE recollection dE admiration1
G1 )alidasa in his poem "eghadutam insists the clo!d to !ndertake a deto!r to see the
magnificence of OOOOOO
aE &dayp!r #E &++ain
cE &dagmandalam dE Orissa
91 The *hinese scholar OOOOOO ret!rned to *hina after spending ten years in India1
aE ?i 4ing #E 4iang P!ian
cE Q! Qin dE Li ?i
II Ans6r th follo6ing 7ustions in %22 to %&2 6or)s ach.
F1 $hat (as the British #elief a#o!t India=
51 $ho ha%e made general statements a#o!t India and Indians=
81 $hat feat!res of IndiaMs !nity ha%e #een disc!ssed in the passage=
G1 o( does )alidasa descri#e &++ayani (omen=
91 $hat efforts did 'k#ar make for standardi0ation of India=
III :rit short nots in a9out %22 to %&2 6or)s ach.
F1 The !nity of India
51 The foreign %isitors (ho made general statements a#o!t India
81 &++ain
G1 )alidasaMs o#ser%ation of di%erse charms and #ea!ties across India
I/ :riting Acti8ity
$rite a note on the role of national integration and comm!nal harmony in nation
#!ilding1
Unit-6
I am not that Woman
Kishwar Nahee
)ish(ar Naheed (as #orn in FJGK in a Sayed family of B!landshahar in &ttar
/radesh" India1 No( she is a feminist &rd! poet from /akistan1 She is a (itness of the
%iolence d!ring the partition1 She migrated to Lahore" /akistan after partition in FJGJ (ith
her family1 She str!ggled and fo!ght to recei%e ed!cation (hen (omen (ere not allo(ed to
go to school1 She st!died at home and recei%ed a high school diploma thro!gh
correspondence co!rses1 In /akistan she (ent on to o#tain 2aster of 'rts degree in
Economics from /!n+a# &ni%ersity" Lahore1 She (as married to /oet ?o!s!f )amran1
)ish(ar has (ritten six collections of poems #et(een FJHJ and FJJK1 er first poetry
collection 'ab(i goya (as p!#lished in FJHL" (hich (on the 'dam+ee /ri0e of Literat!re1
Se%eral of her poems ha%e #een translated into English and Spanish1
The present poem deals (ith the str!ggle of a (oman in her o(n c!lt!re1 She is
al(ays treated as secondary #y the male:dominated society (itho!t taking into consideration
her B!alities and a#ilities1 It is !nfort!nate that she has #een s!ffering exploitation and
oppression for a long period of time in her society,s c!stoms and tradition1
I am not that woman
selling you socks and shoesQ
2emember me, I am the one you hid
in your walls of stone, while you roamed
free as the bree!e, not knowing
that my voice cannot be smothered by stones.
I am the one you crushed
with the weight of custom and tradition
not knowing
that light cannot be hidden in darkness.
2emember me,
I am the one in whose lap
you picked Nowers
and planted thorns and embers
not knowing
that chains cannot smother my fragrance.
I am the woman
whom you bought and sold
in the name of my own chastity
not knowing
that I can walk on water
when I am drowning.
I am the one you married oA
to get rid of burden
not knowing
that a nation of captive minds
cannot be free.
I am the commodity you traded in,
my chastity, my motherhood, my loyalty.
*ow it is time for me to Nower free.
The woman on the poster,
half/naked, selling socks and shoes///
*o, no I am not that womanQ
Notes an !lossar"#
remem$er+ identify
hi# kept out of sight %past tense of Jhide#'
roam# wander
$ree%e# slight wind
not knowing# without taking into consideration
smother# put pressure, prevent, imprison
&r'sh# humiliate or depress completely
&'stom an traition# an inherited regular pattern of thought or action
lap+ the thighs
em$er# a burning piece of coal
fragran&e+ sweet smell %metaphorically Jgood $uality#'
&hastit"# virtue
to get ri of# to get free from something
$'ren# tension, load on mind
&apti(e# imprisoned
&ommoit"# a product that is bought and sold commercially
trae in# buy and sell
lo"alt"# $uality of being true in friendship
)ower free# Nourish openly
I *omplete the following statements &hoosing the
&orre&t alternati(e from the ones gi(en $elow ea&h+
6. The title of the poem suggests that the woman is ///////////////.
a. careful.
b. responsible
c. careless
d. fashionable
4. The woman is crushed under the burden of ////////
a. elite class.
b. lower class.
c. custom and tradition.
d. people#s criticism.
:. The expression Jthat chains cannot smother my fragrance# refers to///
a. the overall $ualities of the woman cannot be suppressed.
b. the wisdom of the woman cannot be denied.
c. the role of the woman cannot be neglected.
d. the feelings of the woman cannot be smothered.
7. The woman is married oA mainly considering her to be /////////////
a. a commodity.
b. a liability.
c. a someone else#s responsibility.
d. a burden.
9. 1ove, chastity, loyalty are the $ualities of a woman as a ///////////////
a. a good wife.
b. a good daughter.
c. a commodity.
d. a good companion.
II ,nswer the following -'estions in .// to .0/ wors
ea&h+
6. =hat is the central idea of the poemI
4. 8ow is a woman exploited and oppressed in her own cultureI
III Write short notes on the following in .// to .0/
wors ea&h+
6. The signifcance of the title
4. The $ualities and abilities of the woman
I1 Writing ,&ti(it"#
2ead this poem carefully and translate it into Earathi.
$nit No. -
T3E CON;$(E(<S (E/EN5E
Stphn =acoc#
Stphn Butlr =acoc#> DFLHJ:FJGGE pop!larly kno(n as Stephen Leacock is an
internationally pop!lar *anadian (riter1 e (as an ed!cator" lect!rer" essayist and an a!thor
of more than thirty #ooks and lighthearted sketches1 Tho!gh he (rote #ooks on history and
political economy" the (orld remem#ers him as a h!moro!s (riter1 is fame rests on his
fantasy #ook" 'iterary 'apses DFJFKE and )onsense )ovels DFJFFE1 Leacock,s h!mo!r is
typically #ased on a comic perception of social foi#les and the incongr!ity #et(een
appearances and reality in h!moro!s cond!ct1 Sarcasm is foreign to his (ork1 It is rather
characteri0ed #y yo!thf!l 0est and the in%ention of the li%ely comic sit!ations1 Leacock,s
#ook" #umour* Its Theory and Techni+ue DFJ89E disc!sses his theory of h!mo!r and The ,oy
I left ,ehind "e DFJGHE is an incomplete a!to#iography1
The present h!moro!s story is taken from his #ook" 'iterary 'apses1 It is a story of a
skilled and smart magician1 The magician a%enges a man Dnamed as <The P!ick 2an, in the
storyE (ho de%al!es all his tricks in a p!#lic performance" saying <he:had:it:!p:his slee%e,1
The story ends (ith the magician,s re%enge1
6No(" ladies and gentlemen"7 said the con+!rer" 6ha%ing sho(n yo! that the cloth is
a#sol!tely empty" I (ill proceed to take from it a #o(l of goldfish1 /resto;7
'll aro!nd the hall people (ere saying" 6Oh" ho( (onderf!l; o( does he do it=7
B!t the P!ick 2an on the front seat said in a #ig (hisper to the people near him" 6e@had@it
!p@his@slee%e17
The people nodded #rightly at the P!ick 2an and said" 6Oh" of co!rse7> and e%ery#ody
(hispered ro!nd the hall" 6e@had@it !p@his@slee%e17
62y next trick"7 said the con+!rer 6is the famo!s indostanee rings1 ?o! (ill notice that the
rings are apparently separate> at a #lo( they all +oin Dclang" clang" clangE : /resto;7
There (as a general #!00 of st!pefaction till the P!ick 2an (as heard to (hisper" 6 e@
m!st@ha%e:had:another:lot@!p@his@slee%e17
'gain e%ery#ody nodded and (hispered" 6The rings:(ere:!p:his:slee%e17
The #ro( of the con+!rer (as clo!ded (ith a gathering fro(n1
6I (ill no("7 he contin!ed" 6 sho( yo! a most am!sing trick #y (hich I am ena#led to take
any n!m#er of eggs from a hat1 $ill some gentleman kindly lend me his hat= 'h" thank yo! @
/resto;7
e extracted se%enteen eggs" and for thirty:fi%e seconds the a!dience #egan to think that he
(as (onderf!l1 Then the P!ick 2an (hispered along the front #ench" 6e:has:a:hen:!p:his:
slee%e"7 and all the people (hispered it on1 6 e@has:a: lot:of:hens:!p:his:slee%e17
The egg trick (as r!ined1
It (ent on like that all thro!gh1 It transpired from the (hispers of the P!ick 2an that the
con+!rer m!st ha%e concealed !p his slee%e" in addition to the rings" hens" and fish" se%eral packs
of cards" a loaf of #read" a doll,s cradle" a li%e g!inea: pig" a fifty:cent piece" and a rocking @
chair1
The rep!tation of the con+!rer (as rapidly sinking #elo( 0ero1 't the close of the e%ening he
rallied for a final effort1
6Ladies and gentlemen"7 he said" 6 I (ill present to yo!" in concl!sion" the famo!s 4apanese
trick recently in%ented #y the Nati%es of Tipperary1 $ill yo!" sir"7 he contin!ed" t!rning to(ards
the P!ick 2an" 6(ill yo! kindly hand me yo!r gold (atch=7
It (as passed to him1
6a%e I yo!r permission to p!t it into this mortar and po!nd it to pieces=7 he asked sa%agely1
The P!ick 2an nodded and smiled1
The con+!rer thre( the (atch into the mortar and grasped a sledge hammer from the ta#le1
There (as a so!nd of %iolent smashing" 6e,s@slipped:it:!p:his:slee%e"7 (hispered the P!ick
2an1
6No(" sir"7 contin!ed the con+!rer" 6(ill yo! allo( me to take yo!r handkerchief and p!nch
holes in it= Thank yo!1 ?o! see" ladies and gentleman" there is no deception> the holes are %isi#le
to the eye17
The face of the P!ick 2an #eamed1 This time the real mystery of the thing fascinated him1
6'nd no(" sir" (ill yo! kindly pass me yo!r silk hat and allo( me to dance on it= Thank
yo!17
The con+!rer made a fe( rapid passes (ith his feet and exhi#ited the hat cr!shed #eyond
recognition1
6'nd (ill yo! no(" sir" take off yo!r cell!loid collar and permit me to #!rn it in the candle=
Thank yo!" sir1 'nd (ill yo! allo( me to smash yo!r spectacles for yo! (ith my hammer=
Thank yo!17
By this time the feat!res of the P!ick 2an (ere ass!ming a p!00led expression1 6This thing
#eats me"7 he (hispered" 6 I don,t see thro!gh it a #it17
There (as a great h!sh !pon the a!dience1 Then the con+!rer dre( himself !p to his height
and" (ith a (ithering look at the P!ick 2an" he concl!ded3
6Ladies and gentlemen" yo! (ill o#ser%e that I ha%e" (ith this gentleman,s permission"
#roken his (atch" #!rnt his collar" smashed his spectacles" and danced on his hat1 If he (ill gi%e
me f!rther permission to paint green stripes on his o%ercoat" or to tie his s!spenders in a knot" I
shall #e delighted to entertain yo!1 If not" the performance is at an end17
'nd amid a glorio!s #!rst of m!sic from the orchestra the c!rtain fell" and the a!dience
dispersed" con%inced that there are some tricks" at any rate" that are not done !p the con+!rer,s
slee%e1

Nots an) 5lossary"
con+!rer3 ' person (ho performs magic tricks pop!larly kno(n as magician
proceed3 go on to do something or mo%e for(ard in action
#o(l of goldfish3 a ro!nd" deep dish (ith gold colo!red fish
/resto3 Din a magic sho(E expression of an anno!ncement of the
s!ccessf!l completion of a trick> readiness
(onderf!l3 ama0ing" s!rprising yet excellent
P!ick 2an3 2an (ho reacts or responds B!ickly1 ere" it is !sed for
the man (ho mocks all the time at the con+!rer,s tricks1
(hisper3 say in a lo( %oice
nodded3 mo%ing the head in an agreement> an expression of agreement
#rightly3 (ith a feeling of !nderstanding
indostanee rings3 this reference is to the #ig iron rings !sed #y magicians in India in
a sho( (here the rings are +oined and separated (ith skill #y him1
#lo(3 hit or strike
clang:clang:clang3 repeatedly made a lo!d" resonant metallic so!nd
#!00 of st!pefaction3 a m!rm!ring so!nd of excitement and thrill
#ro(3 forehead
cro(ded (ith fro(n3 co%ered (ith expression of strong disappro%al and displeas!re
am!sing3 entertaining
trick3 a skilf!l act performed for entertainment
ena#led3 allo(ed or permitted
extracted3 took something o!t from something else
transpired3 re%ealed" kno(n
concealed3 hidden secretly
g!inea pig3 a tailless So!th 'merican pig no( tamed as a pet animal
rep!tation3 fame" good name
rapidly sinking3 falling do(n B!ickly
rallied3 made himself ready Dfor a final effortE
nati%es of Tipperary3 residents/citi0ens of Tipperary" a city in Ireland
hand me3 lend" gi%e me
mortar3 a c!p shaped +!g in (hich small items are cr!shed
po!nd3 cr!sh" grind into a po(der
sa%agely3 aggressi%ely" in an !ncontrolled manner
nodded3 allo(ed D#y nodding his headE
sledge hammer3 a large" hea%y hammer !sed for #reaking hard things
deception3 cheating
%isi#le3 a#le to #e seen
#eamed3 #ecame #right and happy
rapid passes3 fast and B!ick thro(s" kicks
cell!loid3 transparent and easily #!rnt
feat!res3 facial appearances" expressions
p!00led3 conf!sed
#eats me3 I cannot !nderstand
dre( !p to his height3 stood erect Dto his f!ll heightE
(ithering look3 look of se%ere expression
s!spenders3 a pair of straps for holding !p tro!sers
a glorio!s #!rst3 a cele#rated o!t#reak/ sho!t
I Ans6r th follo6ing 7ustions in on sntnc ach"
F1 $hat does the con+!rer take o!t from the empty cloth=
51 $hat is the normal reaction of the common a!dience after each performance=
81 o( does the P!ick 2an spoil the effect of the *on+!rer,s tricks=
G1 $hat did the con+!rer prod!ce from the hat of a gentleman=
91 $hat (as the effect of the P!ick 2an,s remarks on the con+!rer,s rep!tation=
II Complt th follo6ing statmnts choosing th corrct altrnati8 from
th ons gi8n 9lo6 ach.
F1 The P!ick 2an in this story is :::::::::::::
aE a man (ho responds B!ickly1
#E a man (hose considers himself %ery (ise1
cE a man (ho can (alk fast1
dE a %ery intelligent man1
51 The con+!rer is annoyed (ith the P!ick 2an #eca!se
aE the P!ick 2an !nderstands all his tricks1
#E the effect of his tricks is destroyed #y the P!ick 2an,s remark1
cE the P!ick 2an is diffic!lt to please1
dE (hat the P!ick 2an says is tr!e1
81 Each time after the trick is o%er" the P!ick 2an (hispers that the con+!rer has kept the items
!p his :::::::::1
aE #ox #E pocket cE mo!th dE slee%es
G1 The con+!rer performs his sho( ::::::::
aE in the e%ening #E at noon cE in the morning dE at night
91 The 4apanese trick applied #y the con+!rer refers to the trick ::::::::
aE of #reaking of the gold (atch1
#E in%ented #y the nati%es of Tipperary1
cE of p!nching holes in the handkerchief1
dE of dancing on the silk hat1
H1 The last trick performed #y the con+!rer is ::::::::
aE cr!shing the P!ick 2an,s silk hat (ith his feet1
#E #!rning the collar of the P!ick 2an1
cE #reaking the spectacles of the P!ick 2an1
dE painting green stripes on the P!ick 2an,s o%ercoat1
I1 't the end of the performance" the a!dience #ecomes s!re that:::::
aE the con+!rer is a skilled magician1
#E the con+!rer is a decepti%e man1
cE the P!ick 2an is a liar1
dE the P!ick 2an is a (ise person1

III Ans6r th follo6ing 7ustions in a9out %22 to %&2 6or)s ach.
F1 o( did the con+!rer try hard to impress the a!dience=
51 o( does the con+!rer take re%enge !pon the P!ick 2an=
81 o( does the P!ick 2an react to the destr!ction of his hat" (atch" etc1=
G1 $hy can,t the P!ick 2an complain a#o!t the destr!ction of his things=
I/ :riting Acti8ity"
F1 Descri#e the magic sho( (itnessed #y yo!1
51 Is magician an artist or a smart cheater or #oth= $hat do yo! think= Disc!ss this (ith
yo!r teacher and friends and arrange a de#ate on it1
&nit No1 L
ON ?I==IN5 A T(EE
.ie%e /atel
.ie%e /atel" an Indian English /oet" (as #orn in 2!m#ai in FJGK" and (as
ed!cated at St Qa%ier,s igh school and .rant 2edical *ollege1 's a medical practitioner #y
profession he is %ery familiar (ith pain" diseases and death1 e li%es in 2!m#ai" (here he is a
general practitioner1 is (orks incl!de Poems DFJHHE" Princes, a play performed #y the theatre
.ro!p Bom#ay1 is poems ha%e appeared in The Ill!strated $eekly of India" Poetry India, New
writing in India D/eng!in Book" FJIGE and Young Common Wealth Poets 65 Deinemann"
FJH9E
The present poem is .ie%e /atel,s fer%ent appeal to look at the trees as h!man
#eings1 The poet #elie%es that c!tting a tree is as cr!el as killing a li%ing #eing1 $e learn that the
tree" (hen c!t" #leeds and #leeding (o!nds can heal1 Similar things happen to a h!man #eing1
The process of healing is nat!ral in #oth cases1
It takes m!ch time to kill a tree"
Not a simple +a# of the knife
$ill do it1 It has gro(n
Slo(ly cons!ming the earth"
-ising o!t of it" feeding
&pon its cr!st" a#sor#ing
?ears of s!nlight" air" (ater"
'nd o!t of its lepro!s hide
Spro!ting lea%es1
So hack and chop
B!t this alone (on,t do it1
Not so m!ch pain (ill do it1
The #leeding #ark (ill heal
'nd from close to the gro!nd
$ill rise c!rled green t(igs"
2iniat!re #o!ghs
$hich if !nchecked (ill expand again
To former si0e1
No"
The root is to #e p!lled o!t @
O!t of the anchoring earth>
It is to #e roped" tied"
'nd p!lled o!t @ snapped o!t
Or p!lled o!t entirely"
O!t from the earth:ca%e"
'nd the strength of the tree exposed"
The so!rce" (hite and (et"
The most sensiti%e" hidden
For years inside the earth1
Then the matter
Of scorching and choking
In s!n and air"
Bro(ning" hardening"
T(isting" (ithering"
'nd then it is done1
5lossary an) Nots"
+a# 3 to poke a#r!ptly (ith something sharp
cr!st 3 the hard o!ter portion or s!rface
lepro!s 3 (hite skin Dlike that of a leperE
hack 3 to c!t or chop (ith repeated irreg!lar #lo(s1
miniat!re 3 m!ch smaller than normal" on a small scale
anchoring earth 3 the earth s!pporting the root
scorch 3 after hacking and chopping" the tree left to #!rn DdryE in the
s!n
#ro(ning 3 to make #ro(n" especially to cook or #!rn !ntil #ro(n
t(isting 3 #ending
I Complt th follo6ing statmnts choosing th corrct altrnati8 from
th ons gi8n 9lo6 ach"
FE 'ccording to .ie%e /atel" it takes m!ch time to kill a CCCCC1
aE tiger #E lion cE tree dE leopard
5E The poet #elie%es that the tree has gro(n slo(ly cons!ming the CCC11" and rising o!t of it
and feeding !pon its cr!st1
aE earth #E fertili0ers cE soil dE pesticides
8E 'ccording to the poet" the tree a#sor#s years of CCCC from the earth,s cr!st1
aE s!nlight" air" (ater #E n!trients and oxygen cE car#on dioxide dE chlorophyll
GE 'ccording to the poet" tho!gh the tree is c!t or chopped (ith repeated #lo(s" its #leeding #ark
(ill CCC
aE perish #E (ither and dry cE fallen on the gro!nd dE heal
9E 'ccording to the poet" the tree has a CCC so!rce" (hich (as hidden for years inside the
earth1
aE (hite and (et #E red and +!icy cE green and hard dE fl!id and oily
II Ans6r th follo6ing 7ustions in %22 to %&2 6or)s ach.
F1 $hy did the poet #elie%e that it takes m!ch time to kill a tree=
51 o( does the poet descri#e the gro(th of a tree=
81 $hy does the poet say that" 6#leeding #ark (ill heal7=
G1 o( does the poet descri#e the process of the c!tting of a tree in the third stan0a=
91 $hat do the expressions s!ch as <kill," <+a#," <#leeding #ark," <cons!ming the earth, and
<healing, s!ggest=
H1 $hat processes finally take place after c!tting the tree=
III :rit short nots in a9out %22 to %&2 6or)s ach.
F1 The ironic tone of the poem
51 Sym#olic meaning of the poem <On )illing a Tree,
81 The poet,s en%ironmental concern for a tree
I/ :riting Acti8ity
*ompare /atel,s 6On )illing a Tree7 (ith Dilip *hitre,s 6The Felling of the B!nyan Tree
$nit No. 1
:riting a (8i6 of a @ilmAa Play
=riting a review of a flm is one important part of Mournalistic
writing. "ome Mournalists speciali!e in it, and they either write for one or the
other reputed Mournal like Times of India or Indian &xpress, or work free lance
for Mournals and flm maga!ines. Your ability to study and write about flms
can be a good career in Mournalism. The aspiring cine/Mournalists do a course
in the central government Institute of ,ilms and Television at .une, to be able
to study and comment on the technical aspects of flms. 8ere we are
concerned with how &nglish is used for writing a Mournalistic review of a flm.
*ormally, there is a rather small space in daily newspapers for flm
reviews. It is half a page in which one or one and half column is allotted to
one flm. There may be two or more reviews of flms depending on the
releases of new flms. "ince such a review has comparatively small space,
you have to make use of it covering the factual information about the flm,
and then state what the readers may expect to see in the flm. You, of
course, are not supposed to give the entire story of the flm and what
happens in the end, because that would make readers lose their interest in
the flm. s a reviewer, you give only a hint of what to expect in the flm, the
way the actors have performed in it, and the type of flm it is. *ow read the
following short review of a 8indi movie and study its format.
8eartless R2omantic ThrillerS TTT
-ast+ "hekhar "uman, dhyayan "uman,
riyana yan, 3eepti *aval, 0m .uri.
3irection+ "hekhar "uman
3uration+ 4 hrs 66 minutes
1anguage+ 8indi %G;'
8eartless is "hekhar "uman#s directorial debutU based on
8ollywood
Eedical thriller wake. The hero, ditya, is molly/coddled and
stiNed
by his mother, <ayatri, %3eepti'. 8e has heart/ailment and needs
a
transplant. 3r. Trehaan %0m .uri' is <ayatri#s choice, but ditya
trusts
his friend "ameer %"hekhar "uman', a surgeon, for it. ditya is in
love
with 2ia %riyana' a receptionist, in a 3ubai hotel. The frst part
of the
flm is routine romance, a rich boyVmeetsVpoor girl story. Cut
the
second part is the medical thriller. ,or a novice, ditya has given
a good
performance. riana is ok.
"tudy this Mournalistic review. There is the title of the flm given in bold. Then
in the bracket there is classifcation of the flm (2omantic thriller). Celow the
title, there appear three asterisks showing the rating of the flm. 0ne asterisk
would indicate that the flm is very poor, two asterisk would show it is poor,
and three asterisk would mean you can watch it once. ,our asterisks would
mean the flm is tolerably good, etc. ,ive asterisks show it is very good, and
six show that it is outstanding. Then you have the list of cast, the maMor roles
in the flm. Celow that, there is the name of the director. 3uration of the flm,
the language %whether 8indi, Earathi or &nglish', are stated one below the
other.
The review, at frst, mentions that the movie is based on the 8ollywood
medical thriller (wake). =hile writing about the director, it is said that this is
his Jdirectorial debut#. J3ebut# %pronounced as Jdebyu+#' means the frst
eAort. Then the review brieNy states what the flm is about. If it is an unusual
story, the review praises the director for handling it and commends his
eAorts. 8ere the reviewer says, Jit is an absorbing thriller#, and talks about
the main players. ditya, %dhyayan', he says, is molly/coddled and stiNed
%by his mother#s aAection'. The mother is <ayatri %played by 3eepti *aval'.
The review states that it is the second half of the flm which deals with the
real story. It appreciates dhityan for his frst tolerably good performance.
*ote the compound expression Jrich boyVmeetsVpoor girl#, which expresses
the stock situation in the movie stories. The reviewer describes the frst part
as usual romantic episode, but he really appreciates the second part that is a
thriller. 8e praises dhyayan for his performance, though he is a Jnovice#,
which means inexperienced, a new/comer in the feld. The review gives
general comments on the movie, saying if it is well/knit %i.e. with good plot',
loose and rambling or without focus.
II "ome Terms and Techni$ues for studying a flm+
=atching a flm is $uite diAerent from reading a novel or a story.
8owever, there are some terms which can be commonly used for both fction
and a flm. 1ike a novel, a flm also has a structure. The structure of a flm
also has elements like &xposition, -omplication, -limax, ,alling ction, and
3enouement.
&xposition is the revelation of facts, circumstances and past events, to
establish characters and the situation. flm may begin some characters
talking about some past or current events in the life of the main character. It
allows the audience to understand what is going on. "ometimes, the action
can begin in the middle, and gradually the past events may be shown in the
Nash/backs.
There may be rising action in the flm, which builds up the interest of
the audience through complication in the story. ,or example, a child may be
kidnapped and later grows into a heroic young man, probably in a poor
family or in a slum. Then there is the climax, the turning point in the flm. ,or
example, there is murder or banishment of the main character;s, like the
.andavas being sent into exile. Then there is a falling action, which involves
unraveling the plot and the action moves towards the end. 3enouement is
the conclusion of the flm or the story. It involves explanation or outcome of
the action. It is the end of the movie.
In a flm, it is the camera that determines the structure. It may move
over the whole city, giving us an aerial view, then move on to the locality,
like a big posh bungalow, or the slum, and then a hall in the bungalow or a
hut in the slum. It establishes the place as well as the character in its
surrounding. The flm inNuences our senses of sight and hearing. -inematic
imagery of sights and sounds is very important. In some flms, a particular
motif or symbol is often repeated. ,or example, a bed in the flm -harulata
by "atyaMit 2ay suggests a problem in the marital relationship. "ound and
setting in the flm are also very important elements. "ound is very eAectively
used in a horror flm. In a romantic love scene, there is often a beautiful
outdoor setting. Yet a romantic scene set in a poor farm house, or a hut in a
slum or in a bomb/ravaged shelter can have very heart/rending appeal.
=hen you write a review of a flm, you have to pay attention to many such
telling details that catch your attention.
Task I %' nswer the following $uestions in one sentence each+
6. =hat is the meaning of Jasterisks# given below the name of a flm in
a flm reviewI
4. =hat details of the flm are given in the Mournalistic review under
the name of the flmI
:. 8ow are the flms classifed to give a general impression about a
flmI
7. =hat does Jdebut# meanI
9. =hat us the meaning of the letters G; I
%C' nswer the following $uestions brieNy+
6. =hat is &xpositionI <ive an example of it from the flm seen by you.
4. 8ow does camera movement establish a place or a scene of actionI
:. =hat is a rising actionI 8ow does it inNuence the audienceI
7. 8ow are the sights and sounds important in the medium of flmI
9 8ow is a symbol used in a movieI <ive an example of a symbol
used in the flm seen by you.

II -omments and 0bservations on the flms+
=hile writing a review of a flm, you have to keep in mind that it has a
small space in a Mournal. =ithin this small space you have to give prominent
facts about it. The essential facts are given at the top /// the name of the
flm, its rating, the names of the actors playing main role, name of the
director, duration of the flm and the language in which it is dubbed. The
reviewer then gives his general impression about the movie, comments on
the performances of the actors, the kind of story it is, songs, etc.
There are diAerent kinds of observations and comments on the flm in
a review. These observations give the reader an idea of what to expect from
it. The comments are related to the story line, if the story is well/knit or
rambling. There are comments on the performance of the hero and the
heroine and other important roles. There may be very noticeable minor
characters. The review may give observations on the social and cultural
aspects of the flm, social institutions like marriage, family, the problems of
adolescent children, senior citi!ens, depending on the theme of the flm.
flm can be a pure entertainment, a romantic comedy, and the review tells
the readers how this aim of the flm is achieved by the director. The review
also comments on the performance of the actors, how eAectively they have
lived their role in the flm. review tells you what a story is like, but does not
tell you what happens in the end.
=hat types of flms are thereI Your comments on the flm depend on
what kind of flm it is. There are types like+
-omedy, Tragedy, 2omantic -omedy or 2omance %2om/com for short',
-rime Thriller, dventure "tory, 3rama % a family drama', 8orror,
nimation
ction thriller, and so on.
In a flm review, you come across the following kind of comments or
observations, which you can use while writing a review.
-omments on the flms+
6. %This flm' provides humour in every situations.
4. It manages to keep you engaged.
:. It is an absorbing thriller.
7. It mirrors $uirks in human nature.
9. It is an entertaining mass/market flm.
H. The flm has failed miserably at all levels /// story, plot and
dialogues.
K. There is no logic in certain incidents, the end is rather flmy, yet
it is worth seeing once.
?. The frst half of the flm is routine. The second half has some
action.
D. There is much to enMoy in this flm for all age groups.
65. 8eart/warming without being soppy this flm makes for a
thoroughly enMoyable watch.
66. It is a slow/moving flm.
64. It is fairly entertaining but loses focus.
6:. It#s usual rich boy/meets/poor girl story in the frst half,
and then boy#s father creates problems for the lovers.
6 -omments on the actors+
6. "iddharth %who plays *ikhil' has good looks and shows good
growth as an actor.
4. ditya, though young and inexperienced, gives a faultless
performance.
:. Eeeta represents powerhouse performance in the flm and
dominates the story.
7. mol and &rica look promising.
9. *owadays villains have ac$uired as much importance as a hero.
"oni "ood in this flm has created a very dynamic villain.
H. In >ahani, Bidya Calan has certainly set a standard for heroines
playing main role.
K. In Taptapadi, it is Beena#s acting that steals the show. "he
portrays the loneliness, the frustration, love and the anxiety of
the character very convincingly.
?. In 0 Teri, mrohi, for a newcomer, presents a relatively fresh and
eAortless act.
There can be some hints or advice for the flm/goers. ,or example+
4. If you are looking for a magic love story, do see (8asee to .hasee.)
:. The flm is a mix of love, friendship and a social message, and the
dilemma the young ones face =orth watching once.
7. The flm is entertaining but loses focus and wanders aimlessly. You
might like to watch it Must for passing time.
9. The flm has a heart/warming story and it is thoroughly enMoyable.
must watch movie.
H. You may not like this flm if you don#t like action.
K. 3o you like animation flmsI If yes, you could enMoy this one.
There can be general comments like the following+
6 The flm is about love and friendship.
4 In this flm a young boy has ambition to become a don.
: This is a horror flm mixed with sex.
7 This flm is a suspenseful crime story.
9 This flm is a story of sacrifce for love.
H This is the flm about an actor who falls in love with a blind girl.
K There is a social message in this flm in addition to love and
friendship.
In this Gnit you have been given essential guide lines about how to write a
flm review for a Mournal. You are using &nglish here for a kind of Mournalistic
writing. "tudy the reviews of this kind of &nglish in Mournals like The Times of
India. This is not Must for your examination. You can earn money writing such
reviews. You can make it a career.
8ere are two reviews, one of reasonably good flm and the other a
rather poor flm. "tudy the comments made by the reviewer, keeping in mind
that you are going to write reviews like this.
8asee Toh .hasee %2omantic -omedy' TTTT
-ast+ "iddarth Eulhotra, .arineeti -hopra,
dah "harma, EanoM @oshi
3irection+ Binit Eathew.
3uration+ 4 hrs, 46 minutes
1anguage+ 8indi %G;'
This is a boy/meets/girl story, but the girl here is rather
eccentric.
*ikhil is disciplined and optimistic. Eeeta %.arineeti' is a go/getter,
practical in her personal and professional life. *ikhil is engaged to
marry
>arishmaa, Eeeta#s elder sister. Eeeta comes back home after seven
years.
"he is the spoilt child of her father %EanoM', who dotes on her. Eeeta
reali!es that there is something wanting in her life. "he feels the need
of
someone like *ikhil to give direction to her life. There is a lot of humour
in everyday situations. "ongs are good. The movie is worth watching, a
good
entertainment.
//////////////
*ow read the following review of a rather boring or a badly made movie+
3hiskiyaoon %ction' T6;4
-ast+ "unny 3eol, 8arman CaweMa, .rashant
*arayan, ditya .ancholi.
3irection+ "anamMit "ingh Talwar
3uration+ 4 hours
1anguage + 8indi %G;'
The story is about a young boy who would like to become a don
when he grows up because he believes in settling scores with those
who have troubled him in his childhood. Biki >artoos %8arman CaweMa'
is a scarred child. 8e has been a motherless child, leading a loveless
existence. 8is father, 2aMit >apur, preaches Jhimsa#, and advises his
son
to turn his other cheek to a fat school boy who beats him every day.
The
father has no time for his son. 8e does not even notice his son#s
swollen
cheeks. s a result, Biki begins spending time with a local hoodlum Toni
Eota %.rashant *arayan'. The father, who is constantly talking into a
phone,
at the dinner table, notices a gun on his son. There is, of course, no
way back
for Biki. Tony Eota grooms Biki to be Jhis bullet#, to be used when there
is
time. The 3ad throws Biki out of the house, into the hands of the Eafa,
Tony.
The Eafa gang does not instill fear. They Must talk, shoot and
then talk
talk again. The movie is rather slow, though it is an action movie. The
narrative
pace is very slow, so that you can go out, buy your popcorn and come
back
leisurely. 1akwa %"unny 3eol' talks in ridiculous *orth Indian accent,
has
unibrow, and comes in a special appearance, which has no
signifcance. "hilpa
"hetty, the producer, presents an item song in the end. 0therwise, the
flm is
pretty boring.
/////////////////////////
Task II+ %' nswer the following $uestions brieNy+
6. =hich flm %8indi or Earathi' have you seen recentlyI <ive two
reasons
for recommending it to the reader.
4. -omment on the flm telling the readers that it is not worth
watching it.
:. =hat comments would you make on the story/line of a flm seen by
you recentlyI
7. Eake two observations on the main role played by the actor in a
movie watched by you.
9. =rite brieNy about the role of played by an actress in a heroine L
oriented movie.
%C' =rite a review, in the Mournalistic format, of a movie, %in any
language', seen by you.
$nit No. %2
Summary :riting
You have studied the skill of making notes from a given passage. You
read the passage and make brief notes of the main points of the subMect
matter in the passage. "uch note/making is the frst step towards writing a
summary of a passage. "ummari!ing is a very important skill. You have to
make notes from essays, lectures, articles, important chapter from a book,
and then you write a summary of such notes for your future use. =hen you
make a summary of a passage or an article, you wish to highlight the most
relevant and important points in that passage. This is a very important skill,
which you would certainly need while working in an ofce or in a very big
organi!ation in the capacity of a responsible ofcial. You have to make brief
reports to your senior ofcer or to the manager. You may have to summari!e
the whole lot of correspondence on a particular issue and submit a report of
it to some higher authority. This skill of summari!ing is useful for you in your
studies at the post/graduate level, when you have to refer to a number of
articles or books on a particular topic. =riting down a gist of what you read,
or what you discuss with others involves the techni$ue of summari!ing. In
this unit, you are going to learn this techni$ue which is going to be very
useful to you in your higher studies and also in your career.
8ow to "ummari!e+
6. 2ead the passage given for summari!ing carefully, and while
reading underline the important points.
4. Eake notes of the main ideas from the passage. These notes
can be short phrases as points used for writing a summary.
:. Gse your own language, simple and to the point. 3o not repeat
sentences from the passage.
7. 3o not comment or add any information which is not a part of the
passage.
9. 3o not give examples or illustrations and explanations.
H. =hen you begin to write the summary, see that all the important
points are covered in your summary.
K. Your summary should be written in a simple language, easy to
follow.
?. In writing a summary, avoid rhetorical $uestions, exclamations and
direct narration.
D. If in the passage there is direct narration, and it appears to make an
important point, then report it very precisely.
65 "ometimes, in the passage given, there may be digressions marked
by phrases like (incidentally), (by the way), etc. void what is added by
these phrases.
66. given passage may have very longish, complex sentences. If
there is an important point in them, make them simple and brief.
II 8ow to condense clauses and phrases+
"ometimes you come across unnecessarily longish phrases and
clauses in the passage given for summari!ing. If these clauses and phrases
make an important point, you can reduce a clause to a phrase and a phrase
to Must one word. "tudy the following examples+
a' 2eplace a clause by a phrase+
If a driver has to make use of a mobile phone while driving, he must
stop the car.
driver must stop the car for using his mobile phone.
b' 2eplace a phrase by one a word
Boting has increased to a considerable degree.
Boting has considerably increased considerably.
c' 0ne word for a group of words+
The prince who had wrongly sei!ed the throne became unpopular.
The usurper prince became unpopular.
d' void repetition+
8uman beings throughout the world, in every religion, in every
school of
philosophy, impose discipline on the mind, which implies control,
resistance
adMustment and suppression.
In the world, human beings discipline their mind
exercising
control over it.
If there are three or four short sentences and they are necessary to
be in the summary, you can combine them into one small sentence.
I made an attempt to escape. I chose a cloudy
night. Ey captors
were celebrating their success.
W 0n a cloudy night, as my captors were celebrating,
I tried to escape.
e' In a summary, there is no place for examples, comparisons,
contrasts and unnecessary details. "tudy the following example+
In many modern countries it has for sometime been fashionable
to
think that, by free education for all ///// whether rich or poor,
clever
or stupid ///////// one can solve all the problems of society and
build
a perfect nation.
W In many modern countries free education is believed to
solve
all the problems of the society.
"tudy how the elaborate expressions and examples
have been omitted in the above example. 8ere is another such
example for you+
Ey father bought an ash/tray. It was made of glass. It was in the
shape of a nightingale. I have always been fascinated by the song of a
nightingale. Gnfortunately, the maid dropped the ash/tray the very next
morning and it was shattered to pieces.
W Ey father bought a glass ashtray shaped as nightingale, which was
dropped by the maid and was shattered to pieces.
The sentence (I have always been fascinated FF..) is only a digression and
must be omitted. =e have also omitted unnecessary parts and condensed
the remaining text.
=hile summari!ing you can use one word for many as shown below+
8e is the doctor, who treats people for their brain inMuries.
W he is a neuro surgeon.
It was $uite obvious that he did not subscribe to the views of his
cabinet colleagues. W he obviously did not subscribe to the
views FFFF
You can compress elaborate phrases %using one word for many'+
Cy generali!ation+ e.g. "ports persons from Eyanmar, Thailand,
Ealaysia,
"ingapore, @apan, Indonesia were opposed to the new
arrangement.
W "ports persons from the "outheast/sia were opposed
to the new arrangement.
Cy selecting and reMecting chunks of sentences+ for example ///
The Einister for .etroleum and *atural <as, who was in the
city
for the wedding of one of his relations, supported the price
rise.
W The Einister for .etroleum supported the price rise.
8ere is a small passage. 1et us read it and see how it can be
summari!ed+
The art of persuading, exemplifed in advertisements, in
the layout of newspapers, and in the modes of selecting
news
that are practiced by Mournalists, cannot be entirely
neglected
by a public speaker who aims at moving his audience to do
something. The speaker must attract attention of his
audience,
and he must, further, so hold their attention that they will
continue to listen to him.
The main point here is+ The public speaker should know the art of
persuading.
=hyI Cecause he wants to make his audience do something.
=hat should he doI 8e should attract their attention, hold their interest
in his
speech, and make them listen to him.
*ow you can summari!e this small passage by combining these points+
///////////////////////////////////////////////////////////////////////////
public speaker, if he wants to make his audience do
something, must know the art of persuading. 8e should
be able to attract their attention, hold their interest
and
make them listen to him.
////////////////////////////////////////////////////////////////////////////
Task I 2ead the following small passage carefully. Gnderline the main points,
and
try to write a summary of it. <ive it a suitable title.
2aMa 2am Eohan 2oy was a great religious reformer. 8e was
against
Idol worship and raised his powerful voice against the caste
system. In
6?4?, he founded the Crahmo "amaM ///// reformed religious body
within 8induism, which taught religious tolerance. 2aMa 2am
Eohan 2oy was also a social reformer. 8e vigorously attacked the
practice of J"ati# as a result of which it was declared unlawful in 6?4D,
by 1ord Centink 2aMa 2am Eohan 2oy stood for e$ual rights for
women. 8e was against
the system, of earlyt marriages, and marrying more than one
wife. 8e
was the frst Indian to support the introduction of the western
system of
education in India, because he believed that the old system of
education
was not suitable for modern India. 2aMa 2am Eohan 2oy stood for
liberty of thought and freedom of a the press. 8e was a great
lover of
democracy.
///////////////////////////////////////////////////////////////////////////////////////////
/////
II The most important thing necessary in summary writing is to use
simple language, avoiding repetition, fgures of speech and illustrations.
"ummari!ing is done with three steps +
6' 2eading the passage for comprehension
4' "electing or underlining important expressions, and
:' =riting summary using clear, simple and concise expression.
summary does not take into account fgures of speech, illustrations or
examples used for supporting the argument in the passage, $uotations or
sayings or proverbs, etc.
Task 4+ *ow 2ead the following passage carefully and try to
summari!e it,
and give it a suitable title+
&veryone knows that taxation is necessary in a modern state.
=ithout it, it would not be possible to pay the soldiers and policemen who
protect usU nor the workers in government ofces who look after our health,
our food, our water and all other things that we cannot do for ourselves nor
also the ministers and the members of parliament who govern the country
for us. Cy means of taxation, we pay for things that we need Must as much as
we need somewhere to live and something to eat.
Cut though everyone knows that taxation is necessary, diAerent
people have diAerent ideas about how taxation should be arranged. "hould
each person have to pay a certain amount of money to the government each
yearI 0r should there be a tax on things that people buy and sellI If the frst
kind of taxation is used, should everyone pay the same tax, whether he is
rich or poorI If the second kind of tax is preferred, should everything be
taxed e$uallyI
In most countries, a direct tax on persons, which is called income
tax, exists. It is arranged in such a way that the poorest people pay nothing,
and the percentage of tax grows greater as the taxpayer#s income grows. In
&ngland, for example, the tax on the richest people goes up as high as ninety
fve per centQ
Cut countries with direct taxation nearly always have indirect
taxation too. Eany things imported into the country have to pay taxes or
duties. 0f course, it is the men and women who buy these imported things in
the shops, who really have to pay the duties, in the form of higher prices. In
some countries, too, there is a tax on things sold in the shops. If the most
necessary things are taxed, a lot of money is collected, but the poor people
suAer most. If unnecessary things like Mewels and fur coats are taxed, less
money is obtained, but the tax is fairer, as the rich pay it. .robably this last
kind of indirect tax, together with a direct tax on income which is low for the
poor and high for the rich, is the best arrangement.
//////////////
$nit No. %%
OrganiBing :rittn Composition
=riting is the most important, challenging and also very enMoyable skill,
which you must ac$uire for achieving success in your career. In any Mob,
private or public, you need to exercise your skill of speaking as well as
writing. You may enter the feld of Mournalism, where you need to write news
reports, feature articles, or report an interview. s an employee in a big
organi!ation, you may have to write to your superior about what you have
done or propose to do in the proMect or any work entrusted to you. =hatever
your feld of work, you may have to learn how to express yourself well in
written communication, how language is organi!ed in written
communication.
Cefore you begin to write, you must have a clear purpose in your mind.
You write to inform someone about something. You write to persuade
someone to agree with you, communicate your point of view to someone, to
make someone do something, and so on. In other words, you write to
achieve some goal, bring out some change in someone or something. In such
writing you have to think of how to start, where to begin, to make it eAective.
1et us see how a written passage is organi!ed.
6. There is an enemy beneath our feet. 6 "tatement L a
topic sentence
4. This enemy is deadly for his complete 4 JThis# refers back to
Jan enemy#.
impartiality in killing people.
:. 8e recogni!es no national boundaries, :. Jhe# refers back to Jthis
enemy.
no political parties.
7 &veryone in the world is threatened by 7. Jby him# refers back
to Jenemy#.
9 The enemy is the earth itself. 9. Jthe enemy# repetition.
H Its power is greater than anything man H JIts# refers to Jthe
enemy#
can produce.
K Cut today scientists are directing a great K JCut# expresses
opposition
deal of their eAort into fnding some way with the previous
statements.
of combating this enemy, which is JThis enemy# again
links the
earth$uake. sentences 4,:,7,9 by
repetition.

////////////////////////////////////////////////////////////////////////////////////////////////////////////
////
In this small passage, the frst sentence makes a statement about an
enemy. The second sentence is linked with the frst by the phrase Jthis
enemy#, which refers back to Jan enemy# in the frst sentence. The pronouns
Jhim#, Jits# also refer back to Jthe enemy#. JCut# expresses opposition or
contrast with the sentence *o.H. You can see that in a good written
composition sentences are linked with each other logically and meaningfully.
=hen you begin writing, you make an Jinitial statement#. It may state the
topic of your passage or an article. 0r it may introduce the subMect of your
passage. Then all the sentences follow this Jfrst# or Jinitial# sentence. nd
you have seen above, how these sentences are interconnected making it a
well/knit passage.
=hen you are writing, your Jinitial# statement can be your opinion, your
view;opinion about something. ,or example+
I think voting in general elections should be made compulsory.
0r you can start with a general statement about the topic you have in mind+
ir pollution has become a great problem in big cities.
You can also start your passage by $uoting someone#s opinion+
<eorge 0rwell says, nearly all the sports practiced now/a/days are
competitive.
"uch statements normally appear at the beginning of a passage. They state
the topic, or the main idea, or serve as a good start for the main idea which
you have in mind. You can also begin your passage with some comment or
observation such as +
=e often come across news of chain/snatching in the newspaper.
nd then you can write a passage about unemployment and tendency to
make easy money growing among the young men. "uch statements can
serve as a focus for a passage you are writing. "uch a statement can then be
developed into a good passage.
1et us take <eorge 0rwell#s statement given above and see how we
can develop a passage based on it.
The beginning+ <eorge 0rwell says, nearly all the sports practiced
nowadays are competitive.
&xplanation+ 8e was thinking of the sports played at the
national
level. =hen teams represent their nations, then it
becomes virtually a war on the cricket or football
feld.
3eveloping the topic+ This happens because, among the audience
there are
people belonging to the native as well as the foreign
country representing the rival teams. They keep
cheering
their own teams. t times, the cheering reaches a
low
level of teasing, hurling abuses, throwing tomatoes
or
eggs at the players. The sporting atmosphere is thus
vitiated.
This may lead to malpractices by the teams.
,or example,
the &ngland cricket team made use of body/line
bowling
to intimidate the ustralian batsmen. This resulted
into a
a great tension between the two countries. It did not
remain a sport any more. It turned into a war on the
cricket feld.
You can see that the expressions such as (this, they, thus, for example,
it), etc in the passage above refer back to the sentences in the passage.
J8e# refers to <eorge 0rwell, Jthis# refers to the earlier statement, Jthey#
refers to the audience, and so on. =hen you read the prose lessons in
your text book, you come across expressions like+
,or example+ You use this to illustrate your point $uoting an
incident or
someone#s experience.
8owever+ You use this to state the point of opposition or
contrast
with the earlier statement. e.g. 8e is very intelligent.
8owever, he lacks interest in this proMect.
1ike Jhowever# there are connectives like Jin spite of#,
Jthough#, Jnevertheless,# Jyet#, which also express contrast.
e.g. 8e has no interest in &ngineering. In spite of it, his
father
made him do this course.
In addition, These expressions add a point to the earlier
statement.
moreover+ e.g. They have a very good batting line/up.
Eoreover, they
are playing on the home ground.
J=hat#s more# is another connective which we can use for
adding to the earlier statement. e.g. 8e is young. nd
what#s more, he has excellent $ualifcations for our Mob.
1ike moreover and what#s more, there are other ways of expressing
addition to the earlier statements, such as using enumerative expressions
like+ one, frstly, secondly, thirdly, besides, etc. You will come across a
number of such logical devices when you study a well/organi!ed writing.
These devices can be very useful to you in your own writing.
*ow, what title would you give to the passage given aboveI 0rwell is
talking about how a competitive spirit in sports turns into a tension
between two countries. Two titles are suggested here. =hich one would
you chooseI 3iscuss your reasons for your choice among your friends.
You have seen that a good passage is logically organi!ed. "entences in
it are related to each other using diAerent devices. *ouns are repeated,
pronouns are used forming links to the nouns used earlier in the passage,
logical devices like moreover, however, but, and, instead, in spite of, as a
result, besides, in addition to it, for example, for instance, what#s more,
frstly, secondly, etc. These devices mark their relationship with the
earlier statements in the passage. nd they make the passage well/knit,
properly organi!ed.
8ere is an exercise for you to show what you have learnt about the
organi!ed writing+
Task 6 %' Eake a list of connecting expressions %such as nouns,
pronouns, articles and logical devices' in the following
passage and state their meaning such as+ addition,
opposition, etc.
"cientists warn that we need to reduce unwanted green house
gases in our environmentU especially carbon/dioxide. They want us to do
so in various ways. ,irst, we must reduce the carbon/dioxide which we
allow into the environment. =e can do this by changing from coal and oil
to cleaner fuels. -oal/ burning in electric plants produces large $uantities
of carbon/dioxide. 0n the other hand, burning natural gas produces ffty
per cent less carbon/dioxide than coal.
The best sources of electricity, however, include water, wind and
solar power. nother important way to reduce the carbon dioxide is to
burn less fuel, for heating and transportation.
%C' 2ewrite the following sentences organi!ing them into a passage,
beginning with the initial sentence and then logically connecting the other
sentences+
6. Their addiction forces them to spend all their free time in front of
the computers.
4. 0ne negative side eAect is that people can get addicted to
computers.
: . Cack problems and wrist pain ae common among people with
computer Mobs.
7. nother bad side eAect is that uising a computer for many hours
can be harmful to health.
9. The obsession damages their family life.
H. -omputers can cause eye/strain leading to headache.
K. -omputers have several bad side eAects.
II You may have to write a passage describing something /// a place or a
person or any obMect. In a description you do not use logical linkers like
Jhowever, yet, therefore, on the other hand,# etc., which appear in an
argumentative or an expository prose passage. Cut, in a description there
are nouns, adMectives, pronouns, etc. s it is about one thing //// a person, a
place or an obMect ///// it is connected by one idea. You may describe a place
or a person seen by you in the past. "o you make use of past tense. If you
are writing about a place like 2aigad or some temple, you use present tense.
2ead the following small paragraph by >hushwant "ingh, describing his
grandmother.
Ey grandmother, like everybody#s grandmother was an old woman.
"he had been old and wrinkled for the twenty years that I had known
her.
"he had always been short and fat and slightly bent. 8er face was
crisscross
of wrinkles running from everywhere to everywhere. "he hobbled
about the
house in spotless white, with one hand resting on her waist to balance
her,
the other telling the beads of her rosary. 8er silver hair was scattered
untidily
over her pale puckered face, and her lips constantly moved in prayer.
*ote the descriptive details of the grandmother#s appearance+
8er age+ old, terribly oldU face+ wrinkled, puckeredU
fgure+ short and fat, slightly bentU manner of walking+ hobbled, %one
hand resting on her waist'U hair+ silver, scattered untidily over her face,
dress+ spotless whiteU action+ lips moving in prayer, hand telling
rosary beads.
Task 4+ =rite a small paragraph describing your friend or any
man#
woman. <ive details of his;her appearance, age, face,
eyes,
nose, hair, height, clothes, and your general impression
about
him;her, and why you like him;her.
III 8ow to get ideas for writing+
If you have to write on some topic, you must get ideas which you can
use, expanding them, giving examples, illustrations, etc. Cut, how do you get
ideasI Take a sheet of paper, write the title of your topic in the middle of it,
in bold letters, and circle it, or put it in a rectangle. Then write words,
expressions, phrases that come to your mind about the topic, and put these
also in a circle or a rectangle. -ricket, for example, is a very popular game,
so let us take it to be our topic+
-2I->&T+ *TI0*1 <E&+
Rchildren O adult both love itS Rit#s popularS Rcreates national
spiritS
Rit#s a career for manyS R-ricket+ R3evelops
sportsmanshipS
*ational <ameS
Rbrings a lot of revenueS
Ra big crowd pullerS Rteaches team spiritS
Rdevelops leadership $ualityS Rteaches cooperationS Ra team
gameS
There can be some obMections to making cricket a national game. =hat can
be these obMectionsI 1et us see+
Xprovokes national animosityS Rit#s too costlyS

Rit has become a businessS R0C@&-TI0*"S Rtakes up too
much timeS
Rre$uires a lot of spaceS Rleads to unfair practicesS
*oting down ideas or points like this is called brain/storming. *ow you can
start organi!ing these points, writing two or three sentences for each point.
You can have a second paragraph of this passage dealing with obMections.
nd fnally, you can write a conclusion. Your conclusion will depend on your
own point of view. If you are in favour of the idea, you can answer the
obMections, and end the passage on a positive note. 2emember to connect
your sentences logically. *ow, let us try writing this passage.
///////////////////////////////////////////////////////////////////////////////////////////
-ricket+ *ational <ame
-ricket is an extremely popular game in India. You must have
seen how the streets in big cities are deserted when there is a one/day
cricket match being played. Thousands of people, young and old, are
either at the stadium or sitting before their TB sets watching he game
and sharing its excitement.
Ceing a team game, cricket develops team spirit. It develops
leadership $ualities among the players. The members of the team
together
strive to do their best, which needs cooperation and team spirit. "ince
the
teams are nationally organi!ed, it develops the spirit of nationality. s
cricket is a great crowd/puller, and also a game played on an
international
level, there is a lot of money in it. It earns a lot of revenue for the
cricket
board as well as for the country. -ricket is, therefore, the fttest
candidate
for being the national game of India.
8owever, some people may raise obMections to this view. They
say,
It is a very expensive game and only the rich can play it. Cut, this is
not
entirely true. You can see cricket being played in small lane and even
in the
verandahs, with diAerent kinds of balls and bats, with the same spirit
as in a one day match. "ome say that it arouses national animosity. =ell,
which
team game doesn#tI take foot/ball, and even hockey. *ational spirit is
common to all games. In conclusion, cricket appears to be the most
popular
team game fr to be the national game of India.
///////////////////////////////////////////////////////////////////////////////////////////////////
/////
You can see how the ideas from our brain/storming can lead us to the
organi!ation of a passage. =hat was our starting pointI =e started with the
main idea //// -ricket / *ational <ame. =e Motted down the points that
occurred to us. These points gave us the JCody of the .assage#. Then we
noted some Jcontrary points#. =e examined them. nd fnally we write Jthe
conclusion#.
1et us look at some more main ideas, which can be developed into a
passage.
6. Ey <oals in 1ife+
Immediate goals L frst graduation /// course in management
or////
-omputer application //// second+ getting a good Mob /// support
parents
////// house of our own/// third+ education of younger brother ;
sister///
-onclusion + only short term goals.
4. 0ur *oisy *eighbours+
.eaceful life before they came ////// their teen age son /// loud
parties
two or three times a week //// TB, radio at full pitch //// can#t
sleep ////
study //// their pets /// two dogs //// parking continuously ///
husband and wife // often $uarreling //// screaming and shouting
/// lucky break L
the husband#s transfer //// great relief.
You may also come across personal topics such as+
The most exciting Mourney, terrifying experience
You can have some general topics like+
*oise .ollution in the city, Gses and buses of cell/phones,
,ighting ir/.ollution, *ecessity of =earing a 8elmet.

Task :+ =rite a well/organi!ed passage on the following
topics+
a' ,ighting ir .ollution b' 8aste Eakes =aste
c' Cetter to lose a minute than lose life in a minute.
//////////////////////////////////

$nit No. %&
ON T3E (I/E( BAN?
S1 )1 /ottekkat
S. ?. Pott##at (%1%'!%1.&) 6as a Calayalam 6ritr. 3 has 6rittn t6o
no8ls> Oru 0sattint ?atha an) Oru Tru8int ?atha in Calayalam. 3 has also
6rittn th maDimum num9r of tra8logus in Calayalam.
S. ?. Pott##at<s short story 'On th (i8r Ban#'> translat) from Calayalam
into English> has 9n ta#n from Contemporary Indian Short Stories pu9lish) 9y
Sahitya A#a)ami> N6 0lhi in %1... This story approachs )ath through a
chil)Es Dprinc.
' small ri%er snaked its (ay ro!nd the foot of the #ald hillock (hich looked
like a h!ge misshapen n!t1
The #anks of the ri%er lay hidden amid the +!ngle:(ood trees (hose
#ranches dipped lo( o%er the gro!nd1 *reepers lay tangled in the !ndergro(th"
enshro!ding the #ank in frightf!l darkness e%en d!ring the day1
-ight in the middle of the ri%!let there (as an area of deep (ater in (hich
lay partly s!#merged a h!ge #o!lder (hich older people called the 6exec!tion
rock71 It seemed that in the olden days con%icted criminals had their heads c!t off
on this rock1 No one generally #athed there as the (ater o%er the place had a
different colo!r1
't the foot of the hill closest to the #ank stood a species of co!ntry palm
kno(n as the Eenthal pana" and on its %ery top (as its partic!lar type of n!t" red
and flaming like fire1 The Eenthal n!t ex!ded a strange intoxicating aroma all
ro!nd1 Near the palm (as a lonely &ammatti tree (ith one of its sides dried and
t(isted like the lim# of a paralytic1 From its #ranches h!ng some old #!ndles tied
!p in matting (hich (ere reflected in the m!rky (ater1 They (ere the placenta
taken from ho!sehold cattle" mainly sheep and goats and co(s (hen they ga%e
#irth to their yo!ng1 Near#y (here the soil #een eroded #y moist!re there h!ng a
lepro!s looking !ndergro(th" pro#a#ly the %estige of the root of an extinct tree1 '
h!ge red cact!s" (ith its core eaten !p" stood there like the ga!nt skeletal ri# cage
of a horse and ro!nd it (as a cl!ster of a (ild cannas (hich looked as if they (ere
so many serpents (ith their hoods !p raised1
Some(here from among the l!sh !nder gro(th a h!ge +ack tree stood
straight (ith its head !p in the skies1
' small canal" almost #ereft of (ater" +oined the ri%er near the deep (ater
hole1 There (as a ferry crossing there1
It (as noon1 The s!mmer s!n (as afire and the sand of the ri%er #ank (as
already hot to the to!ch1
2adha%i 'mma had #athed her son" (iped him dry" stroked his hair into
place and gently massaged his face once again1 She made him (ear his tiny loin
cloth of red silk" called the &ona&am" it (as a long" narro(" strip of cloth (hich
co%ered his genitals and #ehind and (as sec!rely tied to a string ro!nd his (aist1
The six:year:old #oy" looking the %ery pict!re of o#edience" (alked !p to the rock
in the shade of the teak tree and sat there (ith his legs stretched o!t1
Fi%e min!tes passed1 is lim#s #egan to (iggle and mo%e1 *hildhood is
like a drop of merc!ry1 No one can keep it in control1
The (ide open eyes of the #oy co!ld not rest any(here and roamed from
spot to spot1 e co!nted his finger to make s!re they (ere all there1 e stretched
o!t his index finger and meas!red the length of his nose and forehead and chin1
Then he closed one of his nostrils" #eat a t!ne on the other and h!mmed1 e
fiddled (ith his nose this (ay for a little (hile and then stopped1 e depressed the
top of his eyes (ith a finger on each eye and looked all ro!nd at the distorted
landscape1 e en+oyed seeing the trees and shr!#s #ecoming do!#le1 S!ddenly he
got an idea1
6Amma" can I play in the canal" #!ilding #!nds=7 he called o!t to his mother1
6No" no don,t play (ith the m!d1 &nni" sit B!iet there1 Look; Don,t yo!
lose that ring;7
&nni grimaced1
e took the ring that had #een lying in his lap1 ' gold ring set (ith a red
precio!s stone1 is mother had entr!sted him (ith it till she finished her #ath1
e tried the ring on each of his fingers1 Finally he (ore it on the th!m# of
his right hand (here it fitted1 Not kno(ing (hat to do next he closed his eyes tight
and sat (ith his arms folded on his chest1
e opened his eyes and tried to to!ch the tip of his nose (ith his tong!e1 e
filled his mo!th (ith air and #le( it o!t (ith a hiss like a snake1 e tried some
yoga exercises he had heard of1
6It,s #right s!n here" Amma1 *an I sit in the shade of the #am#oo cl!ster=7
he called o!t to his mother1
6,m"7 2adha%i 'mma" engrossed in fancies of her o(n as she (ashed her
clothes" h!mmed in assent1
e got !p and pretending to #e lame" ho##led to the shade of the #am#oo
cl!ster1 e (as free from the direct line of his mother,s %ision1
The canal passed #y the foot of the #am#oo cl!ster1 It had a m!d hole (ith
stagnant (ater (hich reflected the noon day s!n1
' dragon fly disported itself a#o%e the (ater" making di%es for the (ater
s!rface and flying !p again into the air1
&nni,s eyes (ere attracted to the dragon fly and its mo%ements1 e #ent his
neck and looked at it (ith eyes aslant" as he slo(ly rose !p1 It (as an attracti%e
dragon fly1 ' yo!ng looking fly (ith a red splash on its tail" like his red loin cloth1
e kne( a trick #y (hich to make dragon flies lift !p little pe##les1
ardly had he taken t(o steps for(ard then the dragon fly had eno!gh of
playing on the (ater1 It flitted in front of him and settled do(n on a #!sh of (ild
chrysanthem!ms1
e stretched o!t his right hand" shaped his th!m# and index fingers in the
form of a pair of tongs and (ent silently on the do!#le to(ards the chrysanthem!m
#!sh1 By the time he got near the #!sh" the dragon fly fle( a(ay1 It (ent east(ard
(itho!t resting on anything near1
Nothing da!nted1 &nni (ent after it (ith determination1
e ca!ght a glimpse of the dragon fly taking off from a #!sh f!ll of tiny
(ild flo(ers1
e crept thro!gh the !ndergro(th1 By the time he stretched o!t his hand"
the fly had left the leaf (here it had landed and gone to rest on the #ranch of the
&ammatti tree1 In a trice it left the tree and s(ooped do(n on a (ild *anna as if in
silent prayer1
*!rsing the (ay(ardness of the dragon fly" &nni held his hand aloft" #it his
lip and narro(ed his eyes to see #etter1 e (as (aiting for it to take complete rest1
B!t the fly soared !p and (ent #ack to rest on the &ammatti tree1
S!nlight po!red do(n in a (ide circle thro!gh the #ranches of the +ack tree1
In the light stood o!t stark and clear the red fr!it on top of the eenthal palm" the
skeletal shape of the cact!s and the #!ndles that h!ng from the &ammatti tree1
There (as a s!dden mo%ement from a hole at the root of the +ack tree1 The
dried lea%es at the foot of the tree seemed to mo%e and m!rm!r1 ' king co#ra"
pop!larly kno(n as the eight:feet co#ra" came o!t of the hole slo(ly" (o!nd itself
ro!nd the sca#ro!s #ark of the tree tr!nk and glided o%er to the other side1
The dragon fly had taken complete rest on the &ammatti tree next to the +ack1
&nni,s tender hands (ere mo%ing to(ards it1 't that moment his #ody and so!l
(ere concentrating on the tree #ranch1 In the entire !ni%erse he (as a(are only of
the red tail of the dragon fly1
S!nlight fell on his hand like molten sil%er1 $hen the red precio!s stone set
in the ring gleamed" t(o small eyes looking like red crystal #!ttons glistened from
#ehind the fr!it on top of the palm1 The snake (as inhaling the aroma of the fr!it1
The colo!r of the stone on the ring attracted the reptile1 It lifted !p its head and
(ith eyes alight" it dre( air into its #ody1 The entire frame s(elled o!t as it
(riggled and spread its hood1
The dragon fly had not left its resting place1 &nni,s arm lo(ered itself and
mo%ed for(ard (ith meas!red acc!racy1
'll of a s!dden the fly stirred and flapped its (ings1 It rose slo(ly" circled
ro!nd the spot t(o or three times and again settled do(n there1 It looked as if it
(as rel!ctant to lea%e that enchanted spot (armed #y the noonday s!n1
The king co#ra held itself still" staring at the red stone on the ring1
The tender fingers shaped into a tong (ere fro0en in mid air1
&nni,s fingers mo%ed (ith a set p!rpose1 This time they did not mo%e
for(ard1 e altered his strategy and his hand (as making a slo( circ!lar s(eep
to(ards the right in the direction of the co#ra,s mo!th1 The snake t!rned its hood
%ery slo(ly to(ards the sparkle of the stone" follo(ing the mo%ement of &nni,s
arm1 's the glittering red stone inched for(ard" the co#ra mo%ed its hood
#ack(ard" ready to strike1
The dragon fly (as steeped in the lang!or of the s!nlight1 The fingers
reached (ithin a hair #readth of the dragon fly C there (as a moment of !tter
stillnessC the fingers came together like the closing of an eyelid1 The tail of the
dragon fly" looking like a dried palm frond" came #et(een the fingers (ith a r!stle1
The dragon fly flapped its (ings in desperation as &nni ga%e a sho!t and
disappeared like lighting1 It (as all o%er in a #rief instant1
The king co#ra (as da0ed and it t!rned ro!nd itself as if it (as a r!##er
snake1 Totally fooled and fr!strated" its hood shrank and it slithered do(n the tree
(ith its tong!e +!tting o!t1 It smelt the #!ndles in the &ammatti tree in disg!st"
glided to the gro!nd" crept o%er the lepro!s looking tree root" passed #y the cact!s"
and disappeared #et(een the stems of the (ild *annas1
5lossary an) Nots"
#ald hillock3 a small hill (itho!t any trees or shr!#s
enshro!ding3 co%ering
exec!tion rock3 a rock (here criminals, heads !sed to #e c!t off
ex!ded3 discharged a smell
placenta3 the organ in the (om# of a pregnant animal (hich s!pplies #lood and
no!rishment to the child
lepro!s3 like the discolo!red skin of a leper
%estige Dof the rootE3 remaining trace of the root
ga!nt3 lean" ha%ing no flesh" +!st a skeleton
cannas3 a tropical plant like a lily (ith #right flo(ers
fancies3 ideas
disported3 I en+oyed itself
nothing da!nted3 nothing to #e afraid of
(ay(ardness3 (illf!l #eha%io!r
sca#ro!s3 ro!gh D#ark of a treeE
lango!r3 inacti%e Don acco!nt of some pleas!ra#le smell" etc1E
Dthe dragon fly had #ecome inacti%e and settled on the flo(erE
I Ans6r th follo6ing 7ustions in on sntnc ach"
L1 $hy (as &nni,s mother at the #ank of the ri%er=
J1 $hat clothes did &nni (ear after his #ath=
FK1 o( old (as &nni=
FF1 $hat did &nni (ant to do in the canal=
F51 $hat did &nni,s mother entr!st &nni to keep=
F81 $hy did &nni mo%e to the #am#oo cl!ster=
FG1 $hat (as &nni attracted at near the pond=
F91 $hat attracted the king co#ra=
II Complt th follo6ing statmnts choosing th corrct altrnati8 from
th ons gi8n 9lo6 ach.
H1 No one #athed in the deep (ater of the ri%!let #eca!se::::::::::::::
eE there (as a h!ge #older in it1
fE the (ater there (as m!ddy1
gE the (ater there had a different colo!r1
hE there (as s!perstitio!s fear among the people1
I1 &nni" the #oy" shifted to the #am#oo cl!ster as:::::::::::
eE he (as #ored sitting !nder the teak tree1
fE he (anted to (atch the #!tterflies1
gE he (anted to #e a(ay from his mother1
hE there (as the #right S!n !nder the teak tree1
L1 &nni (anted to catch the dragon fly #eca!se :::::::::::
eE it had a red flash on its tail like his red loin cloth1
fE he kne( ho( to make the dragon flies lift !p little pe##les1
gE the dragon fly looked attracti%e1
hE the dragon fly (as (ay(ard1
J1 The s!dden mo%ement at the root of the +ack tree (as made #y ::::::::::::::
eE the dragon fly afraid of the #oy1
fE the king co#ra mo%ing thro!gh the dried lea%es1
gE the insects li%ing !nder the lea%es1
hE the #oy slo(ly (alking to(ards the dragon fly1
FK1 The king co#ra (as attracted to(ards :::::::::::::1
eE the dragon fly
fE the hand of the #oy
gE the red ring
hE the +ack fr!it
III Ans6r th follo6ing 7ustions in %22 to %&2 6or)s ach.
91 o( did &nni try to spend time !nder the teak tree=
H1 Descri#e &nni,s efforts to catch the dragonfly1
I1 o( did the king co#ra prepare to catch the red ring=
L1 o( (ere #oth the king co#ra and &nni fr!strated=
I/ :rit short nots in a9out %22 to %&2 6or)s ach.
91 The scene at the ri%er #ank
H1 &nni" the playf!l #oy
I1 The king co#ra in the story
/ :riting Acti8ity"
$rite a#o!t yo!r o(n experience of a snake yo! s!ddenly came across1
Unit No+ .2
Krishnakali
3a$inranath 4agore
2abindranath Tagore %6?H6/6D76' is the greatest poet of the 45
th
century
India. 8is poetic work Gitanjali won the *obel .ri!e for literature in 6D6:. 8e was
the frst Indian to win that international award. This book Gitanjali and the *obel
.ri!e won by him made Tagore known all over the world. 8e was called
J<urudev# because he was a great teacher. 8e is the founder of the famous
school, "hantiniketan, which is called Bisva/Charati Gniversity. 8e made his
contribution not only to poetry but also to fction, play, music, drama, dance and
painting.

I -11 her my >rishna Nower
Though they call her dark in the village.
I remember a cloud/laden day
and a glance from her eyes,
her veil trailing down at her feet,
her braided hair loose on her back.
h, you call her darkU let that be,
her black ga!elle eyes I have seen.
8er cows were lowing in the meadow,
=hen the fading light grew grey.
=ith hurried steps she came out
from her hut near the bamboo grove.
"he raised her $uick eyes to the sky,
=here the clouds were heavy with rain.
h, you call her darkQ let that be,
her black ga!elle eyes I have seen.
The &ast wind in ftful gusts
ruYed the young shoots of rice.
I stood at the boundary hedge
with none else in the lonely land.
If she espied me in secret or not
she only knows and know I.
h, you call her darkQ let that be,
her black ga!elle eyes I have seen.
"he is the surprise of cloud
in the burning heart of Eay,
a tender shadow on the forest,
in the stillness of sunset hour,
a mystery of dumb delight
in the rain/loud night of @une.
h, you call her darkQ let that be,
her black ga!elle eyes I have seen.
I call her my >rishna Nower,
let all others say what they like.
In the rice/felds of Eaina village
I felt the frst glance of her eyes.
"he had not a veil on her face.
not a moment of leisure for shyness,
h, you call her darkQ let that be,
her black ga!elle eyes I have seen.
Notes an !lossar"#
&lo'-laen# a cloudy day
glan&e# look
(eil# a garment that covers the head and face
trail# hang
$raie# decorated with ribbons
ark# black
ga%elle# eyes as beautiful as of a deer
low# the noise cows make
meaow# a feld of grass
faing# %light' becoming faint
gro(e# a small cultivated wood
5tf'l# gust of wind stopping and starting
g'st# blow with strong wind, blast
r'6e# shaken by wind
"o'ng roots# newly sprung roots
hege# a fence formed by a row of closely planted shrubs or
bushes
esp"# catch sight of
the $'rning heart of 7a"# summer season
rain-lo' night# night with loud sound of rain
I *omplete the following statements &hoosing the
&orre&t alternati(e from the ones gi(en $elow ea&h+
6. The J>rishnakali# in the poem is ////////
e. a Nower
f. a woman
g. a village girl
h. a game
4. The word Jkrishna# indicates ////////////////
e. black colour
f. white colour
g. brown colour
h. yellow colour
:. The girl#s eyes are compared with the eyes of a//////////////
e. rabbit
f. ga!elle
g. cow
h. maina
7. ccording to the villagers, the black colour of the girl is considered as//////
e. punishment
f. love
g. hatred
h. blame
9. The expression Jmy >rishna Nower# suggests
a. the villagers# criticism
b. the poet#s hateful feelings
c. the poet#s praising the girl
d. the Nower of god >rishna
II ,nswer the following -'estions in .// to .0/ wors
ea&h+
6. =hat is the theme of the poemI
4. &xplain the imagery and symbolism in the poem.
III Write short notes in a$o't .// to .0/ wors ea&h+
6. "etting of the poem
4. The signifcance of the title of the poem
:. The poet#s feeling for >rishnakali
I1 Writing ,&ti(it"#
Interview of a black girl from any layer of the society and write your opinions
about her.
$nit No. %*
Cil#ha Singh" Th @lying Si#h
Sonia San6al#a
The present extract is taken from 2ilkha Singh,s a!to#iography The ace o! "y #i!e$
%n %uto&iography1 In this remarka#le candid a!to#iography" 2ilkha Singh D#1FJ85E shares his
experience from #oyhood to #ecoming a s!ccessf!l athlete" to Sonia San(alka1 The
a!to#iography represents %ery realistically the +o!rney of an impo%erished ref!gee to #ecome
one of the most to(ering fig!res in India1
The present extract descri#es his professional career> his mantra for s!ccess has #een
reg!lar practice" hard (ork" self:discipline" dedication and the determination to perform to the
#est of his a#ilities1 In 5KF8 -akesh 2ehra,s indi film 6Bhaag 2ilkha Bhaag7 tr!ly and
realistically presented 2ilkha Singh,s life story on cinema screen1
I ret!rned to India" chastened #y my poor performance in 2el#o!rne1 I had #een so
excited #y the prospects of #eing part of Indian Olympics team" #!t nai%ely" hadn,t reali0ed ho(
strong and professional the competition (o!ld #e1 2y s!ccess in India had filled me (ith a false
sense of pride and it (as only (hen I (as on the track that I sa( ho( inconseB!ential my talents
(ere (hen pitted against s!per#ly fit and seasoned athletes1 It (as then that I !nderstood (hat
competition act!ally meant" and that if I (anted to s!cceed on the international arena" I m!st #e
prepared to test my mettle against the #est athletes in the (orld1 I remem#ered *harles 4enkins,
ad%ice that it (as only thro!gh reg!lar and rigoro!s practice that a sportsman can impro%e his
techniB!e and #!ild his stamina1 In my determination to a%oid fail!re" I set myself a goal to (ork
to(ards" that is" to transform myself into a r!nning machine1
Bet(een FJ9H and FJ9I" my primary mission in life (as to excel in r!nning1 The track" to
me" (as like an open #ook" in (hich I co!ld read the meaning and p!rpose of life1 I re%ered it
like I (o!ld the sanct!m sanctor!m in a temple" (here the deity resided and #efore (hom I
(o!ld h!m#ly prostrate myself as a de%otee1 To keep myself steadfast to my goal" I reno!nced
all pleas!res and distractions" to keep myself fit and healthy" and dedicated my life to the gro!nd
(here I co!ld practise and r!n1
-!nning had th!s #ecome my .od" my religion and my #elo%ed1
2y life d!ring those t(o years (as go%erned #y strict r!les and reg!lations and a self:
imposed penance1 E%ery morning I (o!ld rise at the crack of da(n and after the !s!al a#l!tions"
(o!ld get into my sports kit and dash off to the track" (here I (o!ld r!n t(o or three miles
cross:co!ntry" in the company of my coach1 'fter the r!n I (o!ld do stretching exercises to
de%elop my m!scles1
I follo(ed a similar ro!tine in the e%enings:r!nning a co!ple of miles" +ogging #et(een
races" and then there (o!ld #e a period of cooling do(n1 No matter (hat the (eather (as" I
(o!ld practise for fi%e ho!rs e%ery morning and e%ening" se%en days a (eek" three h!ndred and
sixty:fi%e days a year1 It (as this disciplined ro!tine that mo!lded me into the athlete I #ecame1
-!nning had #ecome s!ch an o#session that e%en (hen asleep" I (o!ld r!n races in my dreams1
To f!rther #!ild my stamina and strengthen my m!scles" I (o!ld r!n long stretches on the
sand" or (here%er possi#le" do hill r!nning #y going !p and do(n mo!ntain slopes1 Three days a
(eek I (o!ld lift (eights to strengthen my arms" legs and stomach1 Sometimes I (o!ld play
%igoro!s games like hockey" foot#all or hand#all" all (ith the end goal in sight1
I practised so hard and so stren!o!sly that often I (as drained of all energy and looked
pale as death (hen the session (as complete1 There (ere times (hen I (o!ld increase my speed
to s!ch an extent that after my ro!nds" I (o!ld %omit #lood or drop do(n !nconscio!s thro!gh
sheer exertion1 2y doctors and coaches (arned me" asked me to slo( do(n to maintain my
health and eB!ili#ri!m" #!t my determination (as too strong to gi%e !p1 2y only foc!s (as to
#ecome the #est athlete in the (orld1
I recall my practice sessions d!ring the hot s!mmer months of 2ay and 4!ne at the
National Stadi!m in Delhi" (hen temperat!res (o!ld rise to as high as G9 degrees *elsi!s1 2y
friends tho!ght I (as mad taking s!ch risks" #!t I ref!sed to let their remarks or the (eather
da!nt me1 I (o!ld r!n ro!nd after ro!nd !nder the #listering s!n (hen I (o!ld pa!se for a rest" I
co!ld feel the heat radiating from my #ody and my %est (o!ld #e dripping (ith s(eat1 I (o!ld
then p!ll it off and (ring it dry into a #!cket1 By the time I had finished my practice" the #!cket
(o!ld #e filled (ith my s(eat" and I (o!ld #e lying prostrate on the gro!nd" totally exha!sted1
In desperation I (o!ld cry o!t" <!ahe(-uru ais %ari mainoo bachha lo aur main aae phir &adi
nahi &aranga. DOh .od" sa%e me this time and I (ill ne%er do this to myself again;E ,1 B!t then
images of packed stadi!ms filled (ith cheering spectators" (ildly appla!ding me as I crossed the
finishing line" (o!ld flash across my mind and I (o!ld start again" enco!raged #y %isions of
%ictory1
I had learnt the hard (ay that the road to s!ccess (o!ld not #e easy" and that I (o!ld
enco!nter many o#stacles and #arriers along the (ay1 ?et I had intentionally em#arked !pon this
diffic!lt +o!rney" dri%en #y desire to s!cceed1 't heart" I (as still that impo%erished #oy (ho ran
to school in his #are feet and (ho had co!rageo!sly fo!ght (ith fate to #ecome (hat he is today1
2y perse%erance and tenacity (ere relentless1 Besides" I firmly #elie%ed that if a person
(orks hard and sincerely" his efforts (o!ld #e re(arded1 2y coach d!ring these years (as
-an#ir Singh" (ho (o!ld o#ser%e my e%ery mo%e and action to see that I adhered to the
programme he had prepared1
In my experience" the relationship #et(een a coach and a trainee has to #e #ased on
extreme tr!st1 e is yo!r g!ide" yo!r mentor and also yo!r sternest critic1 ' coach sho!ld #e a
hard taskmaster as (ell and discipline yo! if the need arises> after all" it is he (ho controls yo!r
career as an athlete1 'll the coaches (ho ha%e trained me" incl!ding .!rde% Singh" Balde%
Singh" -an#ir Singh and Dr1 o(ard" ha%e #een so!rces of great inspiration and moti%ation for
me1 In fact" it (as #eca!se of Dr1 o(ard,s moti%ation that I (on the gold at *ardiff1 I (ill
al(ays #e gratef!l to them1
2y stren!o!s training programme had to #e s!pplemented #y a #alanced" high:protein
diet to make !p for the n!trients lost d!ring practice1 I a%oided fatty s!#stances like #!tter and
ghee" and instead" drank glasses of milk and ate plenty of green %egeta#les" fr!it" eggs" fish and
lean meat1 I (o!ld ne%er eat the same meals e%ery day" #!t (o!ld %ary the ingredients and
com#inations to help digestion1 There is nothing more r!ino!s than a sportsman (ith diarrhoea1
One of the maxims I ha%e al(ays follo(ed (as early to #ed and early to rise" #eca!se rest
and sleep help raise energy le%els1 I li%ed an a!stere" almost monkish life" a#iding #y the r!les I
had set for myself1 I sh!nned late nights and ne%er ind!lged in #ad ha#its like smoking" drinking
or too m!ch caffeine:I ha%e seen the impact s!ch addictions ha%e had on athletes" ho( they
affect speed and red!ce m!scle po(er1
's my fame gre(" so did the attention I recei%ed from my fans" #oth men and (omen1
!ge cro(ds (o!ld follo( me (here%er I (ent" and often I (o!ld find that the girls
o!tn!m#ered #oys1 't times their #oldness (o!ld em#arrass me" #!t there (ere also moments
(hen I (o!ld feel flattered #y their admiration1 B!t one of my r!les (as to a%oid any close
relationships (ith the opposite sex1 Starting a romance in those days (as not an option for me> I
did not (ant any complications in my life then1 I (as con%inced that I didn,t (ant any
distractions that (o!ld keep me a(ay from my goal1 Besides" I (as still yo!ng" and in no h!rry
to find my so!l mate1
I had the f!ll s!pport of the army d!ring these years (hen my demanding practice ro!tine
had taken o%er my life1 2y regiment ga%e me extra food and milk and I (as exempted from the
reg!lar military d!ties so that I co!ld concentrate on my training1 2y %ictories made my
regiment %ery happy" more so #eca!se #y setting ne( records" I (as also #ringing glory to the
armed forces1
Nots an) 5lossary"
to chasten
3
To scold or p!nish
prospect 3 pict!re in the mind or imagination especially of f!t!re
e%ent
nai%ely
3 sho(ing lack of experience" (isdom or +!dgment"
innocently
inconseB!ential 3 (itho!t conseB!ence or importance" petty
rigoro!s
3 stren!o!s hard Dla#o!r" practiceE
stamina
3 the strength reB!ired to #ear the physical strain
sanct!m
3 a sacred or holy place
prostrate 3 to #o( or kneel do(n in adoration" deep respect
arena
3 a modern a!ditori!m for sports e%ents
to test one on one,s
mettle against
3 ro!se oneself to do one,s/his #est
steadfast
3 determined and firm
a#l!tions
3 a cleansing of #ody
cross:co!ntry
3 -ace across the co!ntryside
+ogging
3 r!nning for sport or exercise
exertion
3 stren!o!s effort
eB!ili#ri!m 3 Balance achie%ed in doing something
to sh!n
3 to a%oid deli#erately and consistently
#listering S!n
3 %ery harsh heat of the s!n
em#ark on
3 #egin a ne( co!rse of action" to set o!t in a %ent!re
impo%erish
3 ca!se to #ecome poor
tenacity
3 hold" grip
mentor 3 (ise and tr!sted ad%iser and helper" tr!sted co!nselor or
g!ide
stren!o!s
3 reB!iring or !sing great effort
a!stere
3 se%ere or strict
I Complt th follo6ing statmnts choosing th corrct altrnati8 from
th ons gi8n 9lo6 ach.
FE 2ilkha Singh ret!rned to India ashamed of his poor performance in C
aE Sidney #E /aris cE Ne(?ork dE 2el#o!rne
5E 2ilkha Singh remem#ered CCC11 ad%ice that it (as only thro!gh reg!lar and rigoro!s
practice that a sportsman can impro%e his techniB!e and #!ild his stamina1
aE 4enkins,s #E )aril Le(i,s cE Ben 4anson,s dE Br!ce -eid,s
8E Bet(een FJ9H and FJ9I" 2ilkhasingh,s /rimary mission in life (as to excel in CCC11
aE r!nning #E #adminton cE ta#le tennis dE hockey
GE E%ery morning 2ilkha Singh (o!ld rise at CCC11 and after a#l!tions" (o!ld get into his
sports kit1
aE the crack of da(n #Efo!r K, clock cE se%en K, clock dE eight K, clock
9E 2ilkha Singh,s only foc!s (as to #ecome the #est CCC11 in the (orld 1
aE athlete #E coach cE commentator dE #oxer
HE CCCCC (as the coach of 2ilkha Singh" (ho (o!ld o#ser%e his e%ery mo%e and action
d!ring the early years1
aE -an#ir Singh #E -an#ir )a!r cE /aram+it Singh dE /raf!llk!amr
IE It (as #eca!se of CCCC11 moti%ation that 2ilkha Singh (on the gold at *ardiff
aE Dr1 a(ard,s #E Balde% Singh,s cE .!r!de% Singh,s dE -an#ir 4ha,s
LE 2ilkha Singh,s regiment ga%e him extra food and milk and he (as exempted from CCCC
so that he co!ld concentrate on his training1
aE the reg!lar military d!ties #E the reg!lar military parade
cE the reg!lar exercises dE the reg!lar military trainings1
II Ans6r th follo6ing 7ustions in %22A%&2 6or)s ach.
FE $hen and (hy did 2ilkha Singh say" 6I !nderstood act!ally (hat competition meant7
5E 'ccording to *harles 4enkin,s ad%ice (hat determination did 2ilkha Singh make to
a%oid fail!re=
8E o( did 2ilkha Singh descri#e the #eginning of his early morning sched!les=
GE $hat did 2ilkha Singh do to #!ild !p his stamina and strengthen his m!scles=
9E $hy did 2ilkha Singh,s doctors and coaches (arn him=
HE $hat type of diet (as taken #y 2ilkha Singh e%ery day=
IE $hat type of a!stere life did 2ilkha Singh li%e=
LE $hy did 2ilkha Singh a%oid any close relationship (ith the opposite sex=
JE $hat exemptions did 2ilkah Singh get from his regiment=
III :rit short nots in a9out %22 to %&2 6or)s ach.
F1 2ilkha Singh,s #eginning career as an athlete
51 2ilkha Singh,s hard (ork and dedication to #ecome an athlete
81 S!pport and moti%ation #y 2ilitary regiment to 2ilkha Singh
I/ :riting Acti8ity
$rite an essay on Bharat -atna Sachin Tend!lkar as a legend of *ricket1
$nit No. %+
AN O=0 :OCAN
'r!n )olatkar
'r!n )olatkar DFJ85: 5KKGE is one of the (idely acclaimed modern Indian English poets1
e is a #iling!al poet1 e (rites #oth in English and in his mother tong!e" 2arathi1 is
collection of 2arathi poems incl!des Arun /olat&aracya /avita DFJIHE and ,hi0&i 1ahi D5KKGE1
is Je0uri DFJIGE" 2arpatsatra D5KKGE" and /alaghoda $oems D5KKGE are collections of poems in
English1
The present poem entitled An Old !oman is selected from )olatkar,s long poem" Je0uri
(hich (on the *ommon(ealth /oetry /ri0e and is noted for his ironic and h!moro!s style1
There are thirty: one short sections in the poem and it descri#es the poet,s +o!rney to 4e+!ri" a
small to(n near /!ne (hich is famo!s for the hill temple of Lord )hando#a" the incarnation of
Lord Shi%a1
The poem" An Old !oman is the poem n!m#er t(el%e in the collection and it presents a
%i%id pict!re of a #eggar (oman" (ho is old and alone1 The poet sees her on the hill1 She holds
him #y his slee%e and (ants a fifty paise coin from him1 In ret!rn" she says that she (ill take him
to the horseshoe temple1 e is not interested as he has already seen it1 o(e%er" her B!estion"
<$hat else can an old (oman do on hills as (retched as these=, p!ts the poet in great shock and
he #egins to o#ser%e her thin and decaying #ody till he finds himself rather inferior to her at the
end1 The poem gi%es !s a l!cid pict!re of the #eggar (oman and her #egging1 The poem also
s!#tly critici0es the !nfr!itf!l life and the plight of the people there1
'n old (oman gra#s
hold of yo!r slee%e
and tags along1
She (ants a fifty paise coin1
She says she (ill take yo!
to the horseshoe shrine1
?o!,%e seen it already1
She ho##les along any(ay
and tightens her grip on yo!r shirt1
She (on,t let yo! go1
?o! kno( ho( old (omen are1
They stick to yo! like #!rr1
?o! t!rn aro!nd and face her
(ith an air of finality1
?o! (ant to end the farce1
$hen yo! hear her say"
<$hat else can an old (oman do
on hills as (retched as these=,
?o! look right at the sky1
*lear thro!gh the #!llet holes
she has for her eyes1
'nd as yo! look on"
the cracks that #egin aro!nd her eyes
spread #eyond her skin1
'nd the hills crack1
'nd the temples crack1
'nd the sky falls
(ith a plateglass clatter
aro!nd the shatterproof crone
(ho stands alone1
'nd yo! are red!ced
to so m!ch small change
in her hand1
Nots an) 5lossary"
gra#s3 snatches" grasps"
hold3 sei0e" grip
slee%e3 part of a shirt that co%ers a person,s arm
tags3 accompanies (itho!t in%itation
horseshoe shrine3 a temple of horseshoe1 ere" the reference is to the legendary holy
and po(erf!l horse of Lord )hando#a (hose hoo%es (ere co%ered
#y the piece of iron #and and kept for (orshipping on the hill1
ho##les3 (alks a(k(ardly d!e to pain
tightens3 fastens" holds %ery firmly
grip3 hold
stick3 remain %ery close
#!rr3 a prickly seed case that clings to clothing
face3 confront" look directly at someone
air of finality3 sho(ing an expression s!ggesting to p!t an end to some pro#lem
farce3 an a#s!rd e%ent/ scene
(retched3 misera#le" #arren" desolate" !nfr!itf!l
#!llet eyes3 sharp" pointed #!t diminishing eyes
cracks3 a narro( opening #et(een t(o parts of something1 ere" the
gro(ing and (idening cracks/ marks on the old (oman,s ageing
face and #ody are #elie%ed to hit or #reak the temples" the hills and
e%en make the sky fall
plateglass clatter3 a lo!d rattling so!nd of thick glass plates
shatterproof crone3 #reakfree/solid old (oman
red!ced to3 made %al!eless" of mean importance
small change3 a fe( coins" little money
I Complt th follo6ing statmnts choosing th corrct altrnati8 from
th ons gi8n 9lo6 ach.
F1 The poem originally occ!rs in )olatkar,s collections of poems entitled :::::::::1
aE Sarpasatra #E 4e+!ri cE Bhi+ki Aahi dE )ala .hoda
51 The old (oman holds the poet,s slee%e #eca!se:::::::
aE she (ants a lift1 #E she (ants his help for (alking1
cE she (ants money from him1 dE she (ants his shirt1
81 The old (oman in the poem (ants::::::::::: from the poet1
aE ten paise #E fifteen paisecE one r!pee dE fifty paise
G1 If the poet gi%es her money" she (ill:::::::::::::
aE take him to the horseshoe temple1 #E #less him1
cE thank him1 dE #!y some eata#les for her1
91 The old (oman,s B!estion" <$hat else can an old (oman do on hills as (retched as these=,
means that:::::::
aE there is no (ork for an old (oman on hills1
#E the misera#le life at 4e+!ri compels old (omen to #eg1
cE 4e+!ri is the #est place for old (omen as there is no (ork for them1
dE old (omen are expected to do the same thing as she does1
H1 The phrase" <#!llet holes, in the poem refers to:::::::::
aE holes of a #!llet #E holes in the hills cE small and ro!nd eyes of
the old (oman1 dE holes in the poet,s slee%e
I1 The poet compares the crack on the hill to::::::
aE narro( and deep holes in the hills #E (idening (rinkles on the skin of the old (oman1
cE the earthB!ake shocks dE cracks on the temples1
L1 The poet imagines that the sky falls aro!nd :::::::
aE the rattling so!nd of plates1 #E the c!rse of Lord )hando#a1
cE #reakproof old (oman1 dE the De%ils1
J1 't last" the poet gi%es::::::::::::::: to the old (oman1
aE fifty paise #E nothing cE his shirt dE one r!pee
FK1 The poem ends (ith::::::::
aE the (oman in happy mood1
#E the poet in sad mood1
cE the (oman and the poet in happy mood1
dE the poet gi%ing little amo!nt of money to the old (oman1
II :rit short nots on th follo6ing in a9out %22 to %&2 6or)s ach.
F1 The character of the old (oman
51 Imagery in the poem
81 The attit!de of the poet to(ards the old (oman
G1 The end of the poem
III :riting Acti8ity"
F1 Aisit a near#y temple and descri#e the life of the poor/#eggarly people there1
51 .o to a place of pilgrimage and o#ser%e the idols of .ods and .oddesses there1 'lso
(rite do(n/narrate yo!r experience1
::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
$nit No. %,
Tim to Ignit th Cin)s of th Popl
AP; A9)ul ?alam
'%!l /akir 4ain!la#deen '#d!l )alam DFJ8FE is an Indian scientist and
administrator (ho ser%ed as FFth /resident of India from 5KK5 to 5KKI1 Before his
term as /resident" he (orked as an 'erospace Engineer (ith Defence -esearch and
De%elopment Organisation and Indian Space -esearch Organisation1
)alam is kno(n as "issile "an of India for his contri#!tion in the
de%elopment of #allistic missile and la!nch %ehicle technology1
e is a prolific (riter1 is %ings of fire DFJJJE" India 3434 ( A 1ision for the
)e% "illennium D5KK8E Indomitable 2pirit D5KKJE" Ignited "inds* 5nleashing the
$o%er %ithin India D5KK8E" Target 6 ,illion* Innovative 2olutions To%ards
2ustainable Development D5KFFE" Turning $oints* A Journey Through Challenges
D5KF5E" Thoughts for change7 !e can do it D5KF5E" Indomitable 2pirit D5KF5E"
Envisioning and Empo%ered )ation* Technology for 2ocietal Transformation D5KKGE"
The 2cientific Indian* A T%enty(first Century -uide to the !orld around 5s D5KFKE
etc1 are some o!tstanding (orks1
On 4!ly 59" 5KK5" a rather extraordinary e%ent took place in IndiaMs political
history1 For the first time" a man (ith a #ackgro!nd in science:kno(n to #e o!tspoken
and in%ol%ed:(as s(orn in as /resident of India1 '1/141'#d!l )alam ga%e his
ina!g!ration speech that explains his moti%ation1 e strongly feels that if (e (ork
for the great %ision (ith ignited minds" the transformation leading to the #irth of
%i#rant de%eloped India (ill happen1 '/4 )alam strongly #elie%es that #y moti%ating
IndiaMs people" and its yo!th o!r nation can accomplish e%erything it co!ld e%er (ant
and it (o!ld t!rn into a de%eloped nation1 e (ants to create transformation for the
national de%elopment #y igniting the minds of the people of India1 The present
inspiring speech is taken from The 2cholastic ,oo& of #istoric 2peeches7
Indian ci%ili0ational heritage is #!ilt on !ni%ersal spirit1 India al(ays stood for friendship
and extends (arm hands to the (hole (orld1 $e ha%e made significant achie%ements in the last
fifty years in food prod!ction" health sector" higher ed!cation" media and mass comm!nication"
ind!strial infrastr!ct!re" information technology" science and technology and defense1 O!r nation
is endo(ed (ith nat!ral reso!rces" %i#rant people and traditional %al!e system1 In spite of these
reso!rces" a n!m#er of o!r people are #elo( the po%erty line" !nderno!rished and lack primary
ed!cation itself1 O!r aim is to empo(er them to #e po%erty free" healthy and literate1 ' co!ntry
needs to ha%e the characteristics as defined in Thiru&&ural" composed o%er 5KKK years ago3
$int inmai 2elvam 1ilaivinbam Emam
Aniyenba )attir&iv vainthu
That is" Mthe important elements that constit!te a nation are3 #eing disease free> (ealth>
high prod!cti%ity> harmonio!s li%ing and strong defenceM1 'll o!r efforts sho!ld #e foc!sed
to(ards #!ilding these fi%e elements at %ario!s le%els in a coherent and in an integrated manner1
I am con%inced that o!r nation (ith a strong" %i#rant and #illion pl!s pop!lation can contri#!te
to reali0e these elements1
Today o!r co!ntry is facing challenges s!ch as cross:#order terrorism" certain internal
conflicts and !nemployment1 To face these challenges" there m!st #e a %ision to ens!re foc!sed
action of one #illion citi0ens of this great co!ntry (ith %aried capa#ilities1 $hat can #e that
%ision= It can #e none other than transforming India into a MDe%eloped NationM1 *an go%ernment
alone achie%e this %ision= No( (e need a mo%ement in the co!ntry1 This is the time to ignite the
minds of the people for this mo%ement1 $e (ill (ork for it1 $e cannot emerge as a de%eloped
nation if (e do not learn to transact (ith speed1 I recall the saintly poet )a#irMs (isdom to !s3
/al &are so aa0 &ar
Aa0 &are so ab
That means" $hat yo! (ant to do tomorro( do it today" and (hat yo! (ant to do today
do it no(1M
This %ision of de%eloped nation needs to #e achie%ed (ith parliamentary democracy"
(hich is the core of o!r go%ernance system1 The #asic str!ct!re of o!r *onstit!tion has stood the
test of time1 I am confident that it (ill contin!e to #e responsi%e to the demands of changing
sit!ations1 The first and foremost task is to respect and !phold the constit!tional processes" in the
#est interest of o!r people and o!r nation" (itho!t fear or fa%or and (ith fairness and firmness1
India is a &nion of States #ased on the frame(ork of cooperati%e federalism1 $ithin the
cooperati%e frame(ork" there is also a reB!irement to de%elop competiti%e strengths for the states
so that they can excel at the national le%el and the glo#al le%el1 *ompetiti%eness helps in
ens!ring economic and managerial efficiency and to #e creati%e to meet ne( challenges1 These
are essential to s!r%i%e and prosper in a fast:changing (orld of today1 In addition" in order to
strengthen democratic processes and instit!tion" (e sho!ld all tr!ly stri%e for s!#stanti%e
decentralisation1
I (ish to emphasise my !nflinching commitment to the principle of sec!larism" (hich is
the cornerstone of o!r nationhood and (hich is the key feat!re of o!r ci%ilisational strength1
D!ring the last one year I met a n!m#er of spirit!al leaders of all religions1 They all echoed one
message" that is" !nity of minds and hearts of o!r people (ill happen and (e (ill see the golden
age of o!r co!ntry" %ery soon1 I (o!ld like to endea%o!r to (ork for #ringing a#o!t !nity of
minds among the di%ergent traditions of o!r co!ntry1
'long (ith speedy de%elopment aimed at elimination of po%erty and !nemployment"
national sec!rity has to #e recognised #y e%ery Indian as a national priority1 Indeed" making
India strong and self:reliantReconomically" socially and militarilyRis o!r foremost d!ty to o!r
motherland and to o!rsel%es and to o!r f!t!re generations1
$hen the child is empo(ered #y the parents" at %ario!s phases of gro(th" the child
transforms into a responsi#le citi0en1 $hen the teacher is empo(ered (ith kno(ledge and
experience" good yo!ng h!man #eings (ith %al!e systems take shape1 $hen indi%id!al or a team
is empo(ered (ith technology" transformation to higher potential for achie%ement is ass!red1
$hen the leader of any instit!tion empo(ers his or her people" leaders are #orn (ho can change
the nation in m!ltiple areas1 $hen the (omen are empo(ered" society (ith sta#ility gets ass!red1
$hen the political leaders of the nation empo(er the people thro!gh %isionary policies" the
prosperity of the nation is certain1 The medi!m for transformation to de%eloped India is the
empo(erment at %ario!s le%els (ith po(er of kno(ledge1 ' roadmap for realising this %ision of
de%eloped India is in front of !s1
't this +!nct!re" I recall a #ea!tif!l tho!ght of Dr1 .1 .1 S(ell" an eminent leader from
the North East3 M$e m!st ha%e a mental infrastr!ct!re1 2ental infrastr!ct!re means sincerity of
p!rpose" of %ision" of p!rity of heart and mind1M
$hen I tra%el across o!r nation" (hen I hear the so!nd of (a%es of the three seas
aro!nd the shores of my co!ntry" (hen I experience the #ree0e of (ind from the mighty
imalayas" (hen I see the #io:di%ersity of North:East and o!r islands and (hen I feel the
(armth from the (estern desert" I hear the %oice of the yo!th M$hen can I sing the song of
India=M $hat can #e the ans(er= I ha%e so far interacted (ith o%er 9K"KKK school children d!ring
the past one year1 I (o!ld like to share (ith yo! my ans(er to the !rge of these children1 If yo!th
ha%e to sing the song of India" India sho!ld #ecome a de%eloped co!ntry (hich is free from
po%erty" illiteracy and !nemployment and is #!oyant (ith economic prosperity" national sec!rity
and internal harmony1 To create this transformation" (e all ha%e to resol%e o!rsel%es to (ork and
s(eat for the national de%elopment1 I (o!ld like to share the song of yo!th" (hich I normally
recite (ith the school children" here at this +!nct!re1 I am %ery happy to see the children present
here representing the f!t!re generation1 Thro!gh them I (o!ld like to con%ey the song of yo!th
to all children of o!r co!ntry and the people1
's a yo!ng citi0en of India"
armed (ith technology" kno(ledge" and lo%e for my nation"
I realise" small aim is a crime1
I (ill (ork and s(eat for a great %ision"
the %ision of transforming India into a de%eloped nation"
po(ered #y economic strength (ith %al!e system1
I am one of the citi0ens of the #illion>
Only the %ision (ill ignite the #illion so!ls1
It has entered into me>
The ignited so!l compared to any reso!rce
is the most po(erf!l reso!rce
On the earth" a#o%e the earth and !nder the earth1
I (ill keep the lamp of kno(ledge #!rning
to achie%e the %isionRDe%eloped India1
If (e (ork and s(eat for the great %ision (ith ignited minds" the transformation leading
to the #irth of %i#rant de%eloped India (ill happen1 This song" (hen s!ng in o!r o(n #ea!tif!l
lang!ages (ill !nite o!r minds for action1
I pray to the 'lmighty3 M2ay the di%ine peace (ith #ea!ty enter into o!r people>
appiness and good health #lossom in o!r #odies" minds and so!ls1M
4ai ind1
:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
Nots an) 5lossary"
Legislat!re 3 the legislati%e #ody of a state
endorsement 3 appro%al or sanction1
harmony 3 agreement
o%er(helming 3 ha%e a strong emotional effect on
ill!strio!s 3 highly disting!ished
personages 3 persons of distinction or importance
o!tstanding 3 prominent
ass!me 3 s!ppose
h!mility 3 the B!ality of #eing h!m#le
repose 3 to pose again
endea%or 3 to attempt" try1
aspirations 3 strong desires
infrastr!ct!re 3 the f!ndamental facilities and systems ser%ing a co!ntry1
%i#rant 3 energetic
!nderno!rished 3 not gi%en s!fficient or proper food1
empo(er 3 to gi%e po(er or a!thority to
Thir!kk!ral 3 Tir!kk!a or Thir!kk!ral is a classic of co!plets of )!rals or aphorisms1 It (as
a!thored #y a poet (ho is said to ha%e li%ed anytime #et(een 5nd cent!ry B*E and 9th cent!ry
*E1
coherent 3 logically connected1
integrated 3 (ell:related" !nified
ignite 3 kindle
transact 3 to carry o!t things speedily and in time
federalism 3 a system of se%eral states forming a nation
efficiency 3 competency in performance
s!#stanti%e 3 real or act!al
decentralisation3 distri#!tion of the administrati%e po(ers or f!nctions
emphasi0e 3 lay stress !pon
!nflinching 3 !nshrinking
commitment 3 the act of pledging or engaging oneself1
sec!larism 3 political philosophy not dominated #y any religion
cornerstone 3 something of %ery great importance1
di%ergent 3 different
priority 3 preference
self : reliant 3 relying on ones o(n po(ers" reso!rces" etc1
+!nct!re 3 a point of time
#!oyant 3 cheerf!l
recite 3 repeat alo!d

I Complt th follo6ing statmnts choosing th corrct altrnati8 from
th ons gi8n 9lo6 ach.
F1 Indian ci%ili0ational heritage is #!ilt on OOOOOOO
aE inner spirit #E personal spirit
cE !ni%ersal spirit dE social spirit
51 The cornerstone of o!r nationhood is OOOOOOO
aE nationalism #E socialism
cE li#eralism dE sec!larism
81 OOOOOOO has to #e recognised #y e%ery Indian as a national priority1
aE national sec!rity #E international sec!rity
cE glo#al sec!rity dE indi%id!al sec!rity
G1 'ccording to Dr1 .1 .1 S(ell (e m!st ha%e a OOOOOOO
aE infrastr!ct!re #E str!ct!re
cE str!ct!ral aspect dE mental infrastr!ct!re
91 $hen the child is empo(ered #y the parents" the child transforms into OOOOOO
aE a responsi#le citi0en #E a responsi#le st!dent
cE a responsi#le politician dE a responsi#le officer1
II Ans6r th follo6ing 7ustions in %22 to %&2 6or)s ach.
F1 In (hich sectors ha%e (e made significant achie%ements in the last fifty years=
51 $hat according to '/4 '#d!l )alam can #e the %ision to face the challenges=
81 $hat is the message of spirit!al leaders of all religions=
G1 $hat according to '/4 '#d!l )alam is o!r foremost d!ty to o!r motherland=
91 $hat does '/4 '#d!l )alam pray to 'lmighty=
III :rit short nots in a9out %22 to %&2 6or)s ach.
F1 The characteristics a co!ntry needs to ha%e
51 Empo(erment at %ario!s le%els
81 The song of yo!th